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=Tamara Hudspeth= ====This picture was taken about a year ago when my second of four graduated. It is a reminder of how fast and furious our lives have been over the past 4 years. We now have 3 in college, with me trying to finish my master's program. Until I took this class, I hadn't really thought much about being "literate" when assessing my students. Honestly, up until now I have used assessments to gather information so that I could foster improvement of achievement of my students.When doing this, I relied heavily on the assessment tool itself.This tool is largely provided by our district. It is summative in nature. I now know that assessment is a process, and that this process must include continuous, formative assessment along with the summative tools we already use. Specifically, I need to focus on the following: that assessments are designed to serve the specific needs of intended users, that they are based on clearly articulated and appropriate achievement targets, that they are accurate measures of student achievement, that they yield results that are effectively communicated tt their intended users, and that they involve students in the self-assessment process. This means that my students need to be proficient in: goal-setting, tracking, reflecting on, and sharing.====