We were introduced to the second unit, Formative Assessment, its meaning, purposes, and types. Before beginning with
any topic, we did an activity where we jotted down some feedback we had
received during our school or college days from our teachers or tutors. This
activity served as an introduction to the topic of formative assessment. It
made me remember the days when our teachers provided feedback on our
work so that we could improve and learn better. I also wrote about a time when
a teacher gave me feedback on how I could improve my essay writing. I remember
that after the feedback, it helped me a lot in writing better essays. The
activity also included sharing the feedback we received with the class, and
through this sharing session, I found out that feedback can be both positive
and negative and that it can have a big impact on students’ lives.
We also learned about self and peer
assessment and practiced it through an activity where we graded our own
reflections. Then we did peer assessments by grading a classmate’s work and
giving them thoughtful and constructive feedback. This activity felt
challenging to me at first because I was used to receiving grades, not giving
them. However, after learning how self and peer assessment help in building self-awareness
and a collaborative environment, I was able to give useful feedback to help
others improve.
We also covered the topic of classroom
assessment techniques through an interesting activity involving role play. The
different techniques included minute papers, 3-2-1 exit tickets, the muddiest
point, fish pond, and others. These low-stakes methods provide quick insights
into student understanding, making learning more responsive and engaging.
Through this activity, I learned that we can assess students not just by
checking their work and correcting it, but also through fun and interactive
activities. The most important lesson I learned from this was that feedback is
a crucial part of assessment. Providing well-structured and supportive feedback
motivates students and helps them improve over time. Instead of only grading,
teachers can also guide students by giving helpful feedback.
Another lesson I learned from this unit
is that formative and summative assessments are different but can be used
together. Formative assessment is carried out during the learning process and
helps identify students’ strengths and weaknesses through tools like
self-assessment, peer feedback, and quick classroom activities. It encourages
students to take an active role in their learning. In contrast, summative
assessment happens at the end of a learning period and is used to evaluate
overall learning, such as through exams or final projects. Through a class
debate, I learned more about both types of assessments. What I found most interesting
was that summative assessments can also be used formatively by analyzing the
results, giving feedback, and helping students reflect and improve.
Understanding these two types of assessment changed my perspective, I now see
assessment not just as grading, but as a way to support and motivate students.
I also learned that using summative assessments formatively can be effective,
even though it may have challenges like time constraints and needing more
resources. At first, I found it difficult to understand the difference between
formative and summative assessment and the idea of using summative assessments
in a formative way. But through class debates and discussions, I was able to
overcome this confusion. In the future, I would like to explore more and do
independent study to apply these practices in my teaching.
In conclusion, this unit helped me
understand the true purpose of assessment not just for grading, but for
supporting student learning. Through different activities like giving and
receiving feedback, self and peer assessment, and role plays, I learned how
important good feedback is in helping students grow. I faced challenges,
especially in understanding the difference between formative and summative
assessments, but class discussions and debate helped me overcome them. I also
learned that both types of assessments can be used together to improve
learning. This unit has changed how I view assessment, and I’m excited to use
what I’ve learned in my future teaching.
