Self Assessment Strategies

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

As a part of the instructional process, a formative assessment is very important. It is generally incorporated into the basic practices of the classroom, and provides information that teachers can use in order to adjust the learning and teaching "in real time" (Adey, 2005; Leung, 2007; McClain & Cobb, 2001). In other words, teachers see what they need to do right away, because they are engaged in what the students are learning and how the students are responding to that learning. Because of that, formative assessments are good at helping both students and teachers stay informed about the understanding students are having regarding a particular lesson (Clarke, 2001). Because that information is provided so quickly, changes can be made if there are problems. Teachers do not have to wait until a test or other milestone indicates that there are issues with which the students are struggling, and that is very good news for the teachers and for the students who need help and support.

(Formative Assessment - Assessment for learning takes place during learning, working with the pupil to determine what is being learned and identifying what the 'next steps ' should be. It is based on day to day classroom practice, where both teachers and pupils use feedback to improve the learning.)

Formative assessments are extremely important in the classroom to tell whether students are learning the content or not. The teacher utilized hand signals, graphic

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

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

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

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

Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.

* 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

Formative assessment-Teachers that collect evidence about what a student still needs to comprehend and adaptions that are made to meet the student’s needs.

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.

A regular self-assessment will help you to understand your individual performance. An excellent manager will always have healthy habits so that the employees that he is supervising will adopt the same behaviour. Employees who are tardy regularly are frequently absent from the office are unlikely to be meeting their organisational expectations. Poor punctuality means an employee is not performing their work to the hope of the organisation. The negative attitude they display may also be affecting their colleagues. An employee who disregards your expectations and presents a dishevelled or careless appearance reflects poorly on your management style and would not be meeting the performance standard of the organisation.

Three thing that I learned about formative assessments is the following: Firstly, students should be owners of their own learning, descriptive feedback is better than grades and formative assessments is led by teacher but done with students. The most important takeaway from the video for me is the three parts of a formative assessment which is to help the child discover or point out yourself the problem, establish a goal and develop a plan to do to close that gap. I don’t believe there is a giveaway in the videos; I especially like the notion that not every child has to have the same goals. One questions that I have after watching this video is what are some tool and incorporate formative assessments in lesson plan daily.

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding