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Formative and summative assessments have been a topic that has been given much attention since my educational journey began. Assessments are essential to educating with a purpose. Formative assessments are assessments used to see if students are gaining an understanding of materials. Formative assessments also provide feedback to students so that they have a better chance of being successful and allow educators to determine if they will need to change or adjust their instruction to help their students learn better (Ozan & Kincal, 2018). Summative assessments are usually applied at the end of a period of education to measure student learning outcomes (Kibble, 2017). Formative assessment could be as simple as an exit ticket; after teaching a math lesson about subtraction, before recess, the students could be asked to answer three subtraction math problems about what they learned before heading outside. A summative assessment could be a math paper test at the end of a two-week math unit on subtraction.
    My first step would be to get to know my students to ensure that I assess all student learning rather than a language or a processing disorder. Understanding students is essential not to confuse their personalities with other things. For example, a student may be simply shy, or English may not be their first language; however, an educator that doesn’t know the student may assume they have some disorder or disability. I also think that it is vital that educators administer various assessments and assessment types to collect data. Teachers must work the room and gather information about students and their learning styles, personality, etc. 
    How do I assess students with a variety of learning styles? I offer variety in my assignments (students choose how they would like to turn in projects, papers, verbal presentations, and more) and provide variety in my instruction (visuals, videos, lectures, discussions, peer learning, and more). I also use students’ feedback to help me understand how I can better assist them with their knowledge and ensure that my assessments effectively work for my students and can successfully do what they are meant to do. “Inform teachers base their instruction on student’s feedback,” which can assist teachers in effectively using assessments (Best Practices, n.d., 1:39). “Quality instruction and assessment involve student interaction, choice, and structure is important” (Best Practices, n.d., 2:20).