At the end of my first two lessons at Tesla, my co-teacher and I gave out short, written summative assessments. In both cases students were working individually and were asked to answer a few questions or record ideas on a sheet of paper. We received a variable level of success on this style of assessment. Some students took the assessments seriously, but others left them blank or gave fast answers with little thought. My biggest take away from these assessments is that we need to do them in a different way. My co-teacher and I decided that instead of a written assessment, we would have pairs of students tell a story that highlights how stress influences the body. Unfortunately, the experiment took more time than we expected, and we were unable to have students create a story at the end. My co-teacher and I have discussed how, in our next lesson, we will have to address stress and ask students to re-visit the experiment. Although we were unable to get to the story activity, I did ask individuals and pairs how they thought the experiment went and if anything surprised them. Those discussions were very engaging, and the students discussed some very insightful ideas. One student discussed how the activities that were meant to be relaxing stressed him out. That led us to come up with other activities that would be more relaxing. One area that I have room for growth is figuring out how to design summative assessments that are taken seriously and can be used to better inform my teaching.