This workshop builds on the foundations of a thinking classroom by shifting the focus to assessment, reflection, and feedback practices that sustain student thinking and independence. Participants explore how to make learning goals visible, surface student thinking during instruction, and respond with feedback that moves learning forward rather than ending it. The session emphasizes student-driven note-taking, lesson consolidation strategies, and assessment practices that value growth, reflection, and reasoning over correctness alone. Teachers leave with practical tools to foster autonomy and self-regulated learning in K–12 mathematics classrooms.

• Assessment practices that focus on answers or grades rather than student thinking
• Feedback that unintentionally shuts down productive struggle or student ownership
• Students who struggle to reflect on their learning or use feedback to improve
• Note-taking and review routines that are teacher-driven and rarely revisited
• Grading practices that overemphasize performance on isolated events rather than learning over time

1. Making Student Thinking Visible for Meaningful Assessment
   Participants learn how to design tasks, discussions, and lesson consolidation routines (e.g., gallery walks) that surface student thinking, misconceptions, and reasoning so assessment can occur during learning—not after it.
2. Providing Feedback That Promotes Growth and Independence
   Educators develop strategies for responding to evidence of learning with timely, targeted feedback that focuses on the work rather than the learner, avoids over-correcting, and encourages revision, reflection, and continued thinking.‍
3. Fostering Student Ownership Through Reflection and Assessment Practices
   Teachers gain tools for supporting self-regulated learning by clarifying success criteria, using student-driven notes, incorporating self-reflection rubrics based on competencies (e.g., perseverance, collaboration), and adopting grading practices that reflect learning over time.