This unit changed my understanding of assessment from a final judgment to a continuous, supportive process. Earlier, I saw assessment mainly as tests and grades at the end of a unit. Now I understand that formative assessment is an ongoing interaction between teachers and students that guides learning rather than simply measuring it.
One idea that stood out to me was the formative use of summative assessment. I used to think exams and final projects were endpoints, but strategies like exam wrappers and allowing students to revise their work turn them into meaningful learning opportunities. I also learned the difference between evaluative and descriptive feedback. Evaluative feedback, such as marks, shows performance but not improvement. In contrast, descriptive feedback provides clear guidance, helping students understand what they did well and how they can improve.
I realized that feedback should be specific, timely, and focused on the task, not the person. For example, instead of blaming a student, a teacher can discuss the task and find ways to improve. This approach supports student confidence while maintaining accountability.
I also explored self-assessment and peer assessment. I noticed that I often hesitate to give peer feedback because I worry about being wrong or hurting others. However, using clear rubrics and guidelines can make feedback more objective and helpful. The action plan activity showed me that feedback only matters when we act on it.
Another key learning was Classroom Assessment Techniques (CATs), such as exit tickets and minute papers. These are simple, low-stakes tools that help teachers check understanding and encourage student participation without fear.
Finally, I learned about continuous and diagnostic assessment. These approaches help track progress and identify learning gaps early. Overall, I now see assessment as a tool to support and improve learning, not just to measure it.
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