Part B: Reflective report
In your report you should reflect on your overall experience of assessment learners’ progress and achievement. Among your reflections on this stage of the teaching and learning cycle and your Diploma project, you should include the following themes:
- the steps you have taken to research and develop the methods of formative assessment you have chosen to use in your programme plan.
- The highlights of your formative assessment which you think have particularly motivated and encouraged your learners.
- Given the feedback from your learners to the formative assessment, how are you going to approach designing your formative assessments in the future?
(approximately 1000 words)
Steps to research and develop the methods of formative assessment:
At first I identified the needs, aspirations and potential of my learners before I developed the assessment methods. This was important because the methods of assessment must be relevant and fulfilled my learners’ learning needs, aspirations and potential.
After that I researched and developed the methods of formative assessment which can integrate into the learning programme and to ensure that learning has taken place.
My next step was to link the assessment task to the learning activities, learning aims and learning objectives in the programme plan. So that my learners were able to know whether they achieved the learning objectives.
Next step would be to ensure the assessment materials and facilities are available and sufficient to support the formative assessment.
I would develop marking scheme based on criterion and design the learners’ feedback form.
The highlights of your formative assessment which you think have particularly motivated and encouraged your learners:
I used variety of assessment methods such as: scrap book making and presentation, quiz, word puzzle, writing competition, role-play, pair-conversation, making poster about names of vegetables and fruits, reading short text, self-introduction session and introduction of family members. The learners felt excited, motivated and encouraged to perform in the assessment.
The skills and knowledge that being assessed in the formative assessment were linked to the learners’ real life. They could apply the speaking and listening skills into their daily conversation, to use their reading skills to read newspapers, signboards and notices and to use their writing skills to introduce themselves in Chinese.
The formative assessment were valid, realistic, workable, to provide the learners a guideline about their learning problems and areas to improve.
The formative assessment were relevant to their learning, enable the learners to clear about their current level of their progress and performance.
I gave rapid feedback frequently in the class. This to ensure the learners clear about their progress and performance at all times. I gave immediate feedback to encourage the learners to improve their strength and overcome their weaknesses. So the learners were confident about what they have done, what could they do and how to improve their performance in the future.
I encouraged learners by giving them positive feedback such as emphasising their strengths, highlighted their negative issues but not condemning them and end with future action that could lead them for improvement.
While giving the formative assessment results to learners, I sat down with the learner during class and reviewed his/hers progress. I gave constructive feedback to them on what they have been achieved and what is yet to achieve. I discussed with them about the alternatives where expected progress has not been made or where they have progressed more that expected.
I wrote positive and general feedback on the assessment task. Learners were clear about their strength and areas for improvement.
The feedback from learners will allow me to identify the learning difficulties of my learners. So I can design formative assessment which is more suitable for the learners’ level, standard of knowledge and skills in the future.
The learners’ feedback also helped me in developing a range of effective assessment methods in the future. From the feedback, I can analyse and interpret the strengths and weakness of my learners, so that I can design a range of assessment which can effectively encourage them for future improvement.
I can improve the validity, reliability of the assessment and to consider how formative assessment opportunities can be linked to learner needs and learning objectives from the learners’ feedback.
Besides that, I can used the learners’ feedback to ensure the conditions of assessment are as conducive as possible to performance.
I can plan further development for learners’ achievement and to reinforce learners’ progress from the learners’ feedback.