Choose one:
Practicing teachers:
Out of all the formative assessments you utilize in your classroom, which ones have improved your teaching practice? Pleaseanalyze the reasons for this improvement.
Non-practicing teachers:
Please examine whether your Pre-Service Teacher Education made you ‘assessment literate’, i.e. gave you the ability to createand use valid and reliable assessments as a classroom teacher in order to facilitate, promote, motivate and communicatestudent learning.
After you respond to the assignment, you are then required to both give a rating land also leave a significant comment (3-4complete sentences) to at least three (3) of your peers' responses, in order to receive full credit. In your response to your peers'posts, compare and contrast your views with theirs. You should also respond to anyone who has responded to you.
"There is a sun in every man. Just let it shine." (Socrates)
When I started as an English teacher, my main source of classroom behavior was the teacher's book that came with everyHeadway textbook. At the beginning of my work in English courses, I was given two groups of students to teach. The groupsdiffered in age (students and adults), social status (employed, students, and retired), and days of attendance. After a month, almost all the students from both groups stopped attending. At that time, I was in a strange state between not realizing what Ihad done wrong and feeling that I needed to learn in order to be successful in my profession. The following year, when I wasalready working in a school and attending all kinds of peer workshops and professional development courses, I had thefollowing problem: My students needed to show a decent level of knowledge despite their different potential and even thestart of learning English. This is why I was so impressed by the performance of Dylan Wiliam (Garofano, 2014). In many ways, Isupport and endorse his ideas that every teacher should continue to learn and overcome loss.
It has been 18 years since the early years of my practice, and I am still learning how to properly use formative and summativeassessment tools. In the process of working on this course, I began to use Self-assessment and Projects and investigations (Earl& Katz, 2006) techniques more often, not to assess my students but to teach them to look for information, analyze it, andapply it as appropriate. The job aid Assessing your teaching effectiveness proved to be almost useless for me in an online workenvironment. It should be clarified that I work directly with my student in online communication when we can see and heareach other, but we are in different places. Often my students use gadgets instead of traditional paper books or notebooks, so Ihave to come up with exercises taking into account that the student will write with an electronic pen on a tablet and send me ascreenshot of his work. In other words, the technical features of the lesson change from "write five words in a notebook" to"write five words in a Google Meet message". The process of assessing results changes accordingly when the main questionbecomes how many wrong answers there were and why. That is, the student doesn't need to focus too much on correctanswers and scores to please me, but should devote more time and attention to errors. This approach helps to improve theresults and to consider any testing as training.
Finally, I would like to emphasize feedback as a special tool. This tool allows not only proper communication between theteacher and the student on the required topic but also to check the hours and goals. Each lesson's feedback can be different:from listing grammatical rules to the number of exercises performed during the lesson, from standard plans for the next lessonto discussing psychological barriers to performing this or that task,
Assessing your teaching effectiveness . (n.d.). British Columbia Institute of Technology.
https://www.bcit.ca/files/ltc/pdf/ja_teacheffect.pdf
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment aslearning, assessment of learning. Manitoba Education, Citizenship and Youth.
https://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Garofano Rose (2014, March 28). Teacher reflective practice [Video]. YouTube.
https://www.youtube.com/watch?v=0glFJMYv1JY
