Abstract
In this article, a middle-level language arts teacher writes of her choice to incorporate formative assessments into her life and teaching philosophy. Her purpose in using formative assessment is to better inform student learning and teacher practice. Formative assessment is defined, and lessons from living the model are highlighted. Lessons include: 1) Get Support, 2) Don't Scrimp on the Planning, 3) Bend like a Tree in the Wind, 4) Do What's Best for the Student, and 5) Celebrate the Successes. The article concludes with the author reflecting on her evolution as a teacher and expressing optimism about formative assessments and their ability to better inform her practice.
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