Self Assessment Strategies

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

II. Assessment • Formative Assessment • How will you use formative assessments to determine whether each student is learning the intended outcomes? What will you observe the students doing in each stage of the lesson? • APK: o TTW probe students before they start the lesson.

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

* Formative assessment – this is continual assessment of the learner, these can be formal and informal assessments, it can be used in setting up a personalised

However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).

| Good way of seeing where the child is with their development – do they need encouragement in a certain area?

Kealey (2010) assessed the measurements for the students learning and evaluated the instructors teaching. To assess the students learning, formative activities were used, which allowed for developmental gaps to be discovered between what was expected and what the current performance of the students were. Being able to discover these gaps through the formative assessment it will allow the gaps to be filled with the appropriate actions to meet the expected goals (Kealey, 2010). I can definitely relate to how formative assessment is being used in the educational setting. For instance, within programs of non-profit agencies, I can use the formative evaluations as a way to see where

I chose to assess myself positively in all of the categories because I felt that I did a good job of thoroughly responding to and completing each of the requirements. I came to the discussion with a several page response to each of the four questions that I posed in relation to the text, complete with a highlighted and annotated copy of the story to use as a reference point. During the discussion itself, I referred to how the specific actions of each of the characters in the story might be interpreted and related in a more broad sense to the meaning of the work as a whole. For example, I spoke at one point about how the actions of the wife seemed inconsistent with the continuous importance placed on the value of honor within the story, as her

Throughout the duration of the course, one recurring theme was the significance of formative assessment and how it can be used as a platform to guide the students in the process of learning. Yorke (2003) explains that formative assessment is the key towards improving a student’s intellectual development and is constructive towards learning. He continues on by stating that this is acknowledged but “it is not well understood across higher education”. I do agree with this, that Formative assessment is continuous method which is effective in defining if a lesson is outstanding or not and how constructive feedback is useful for both the students and the teachers, one thing which is very significant about formative assessment is that it can be both

While reviewing the results of all of my self-assessment, the management areas where I would need to improve is to learn to be more team-oriented and to place my trust in the actions of others. As I reflect these self-assessments back at my life with the new insights in the exercise conducted, I’ve considered becoming more attentive to the needs of others by either expressing my emotions more often and taking other people consideration and ideas respectably. I hope to improve the areas to gain a better key relationship with others in the future.

In her physical development some suggestion to improvement is we have all these great thing around us that we can use to do physical activities like Reggio Emilia he was all about natural material and exploring the environment so take the children on walks take them on new route switch it up a little bit because if you get going on the same route they will get use it and will see they say things and won’t be learning anything new let them see other thing around the community so if you always go left turn right one day and see where it leads you. There are lots of tree trunks and logs sitting around in woods use them to build and obstacle course or let the children help you build because if they got to make it they will want to try it and see what works and what doesn’t bring in a little bit of cognitive development into a physical

How much each child has improved over time, gives the educators an opportunity to recognize what modifications are needed to improve the student’s achievement. e.g. if a child knows the uppercase and lowercase alphabets very well then the teacher can move on to sounds of the alphabet. On the other hand if the child is struggling to identify the alphabets then the teacher has to come up with alternate ideas to modify her lesson plans. The school carries out assessment twice a year. The mid year and end of the year assessment shows that the expectations from the kindergarteners are slowly raised keeping in mind the consistency of the curriculum and the objectives. An end of the year assessment clearly shows the child’s expected familiarity and independency in the subject.