Objective

The aim of this goal is to use formative assessment to help addressing students need and plan the next lesson based on students’ level of understanding.

HCT teaching competences

Planning for learning: this competence is linked to my goal since I had to look for ways to develop and improve students’ academic progress based on observations and checklists that has been used in the classroom

Implementing and managing learning: The way that this competence is connected to my goal is by using formative assessment it results to a continuous aim of developing and scaffolding the students’.

Monitoring, assessments and evaluation: by providing sufficient feedback and informing the students on what went wrong and what they can do better for an enhanced learning is what I did to achieve this goal.

Implemented strategies

The strategies that have been implemented for this goal varied from one student to another. Some students respond successfully to the verbal feedback that has been given to them and others didn’t actually know what they were doing wrong which led me to applying different activities to support them.

• Asking students questions during the lesson to develop their thinking skills.

• Scaffolding students by asking questions when they need support.

• Using a check list to know students’ different levels of learning

Theories

This theory talks about the importance of formative assessment and how to allows improving students’ performance and progress. This article allowed me to understand when to give feedback and why is it significant when it comes to formative assessment. (Worrell, 2016).

Reflection

This goal has not been achieved fully since I wasn’t able to improve all of the students’ progress in nine weeks. When I was using the formative assessment I was looking at spelling, writing, reading, listening and speaking skills and because I wasn’t focusing on one area I got lost.

One of the skills that a lot of students were able to develop would be the writing skills since I have done activities that allowed the students to be engaged in this particular area.

I must say that in the future I will be more aware of how to use formative assessment in the classroom because having my own classroom would lead to me understanding each and every student different ability.

Evidence

One of the main reasons why I have kept on going is the support that I’ve got from my MST (mentor school teacher) since she was with me in all lessons that I have taught she was able to see the effort that I have put in students.

This is an example that shows the different ways that I have used to understand students abilities. Using the checklist allowed me to focus on specific students and look at specific skills that I wanted to improve, it was a very easy strategy since the students didn’t have to worry about what I was doing. The second way was taking notes, which wasn’t very convenient because it took me a lot of time.

References

Worrell, D. D. (2016, March 16). Formative and Summative Assessment in the Classroom. Theory Into Practice , 154-155.