When it comes to assessing science the most valuabletype of assessments are summative assessments. Withscience, there are plenty of moving parts. With formativeassessments, the data may not be valuable to havebecause the plenty moving parts may need to puttogether through a unit. For example, when learning thesolar system having exit tickets after learning eachplanet, may not be as effective as assessing for the entiresolar system after learning all the planets. Science is acontent that should be just as hands on as it is learninginformation. Projects to show students learning should beshown in projects or experiments where students are ableto use different things to create science. Engineering is asection in science that students learn about creatingthings. Students should continue to engineer theirscience summative assessment to show the value andfun when learning science. Creating these projects orinteracting in experiments ultimately push students touse the skills and information they learned through thelesson to fall in love with the magic of science.ReferenceTucker, D., Andrews, B., & Hayes, K. (2020). Student-driven Stewardship Projects: Using environmentaleducation to promote the use of sciencepractices.Science & Children,58(1), 66–69.I love how you broke down the advantages of formative assessments and the different strategies thatteachers can use to engage students into them. Something I love about the variety of formativeassessments is that they do not always have to be actual test. Exit tickets everyday may become overwhelming for students and can add up for teachers over time. Another strategy can be asking students toevaluate their understanding of a lesson on their fingers. Using one finger indicating they are completely
