How do you optimize assessment and feedback strategies for each student?

Assessments are the road signs on the journey of learning that students take - some take the direct route and get there quickly, demonstrating excellent understanding and recall. Others travel along back and side roads and have to double back - learning that wasn't the right way, along the way. Assessment need to be overlapping - moving from introductory - what do they know , formative - what are they learning - are they getting it and summative - can they apply what they have learnt. Assessment should be holistic - it shouldn't be judged purely on a single performance, but on a suite of assessments showing skills across a range of criteria. Finally assessment shouldn't scare learners- they should follow the signs and get back on track.

Assessment drives learning. We should understand the students' learning capabilities for proper assessment. Rubrics are to be followed to ensure transparency in the assessment process. The feedback needs to be collected on a timely manner with effective actions taking place to bring in necessary changes. Each student should be approached with empathy and patience. Every learner is unique, and understanding their challenges and triumphs will help us provide better support. The assessment and feedback help us in correct the students as and when necessary and guide them in the right direction in achieving their goals.

Assessments should be creative and bring joy of solving. It must contain innovative puzzles, more than one way to approach a question, all logical ways can be accepted as a fair answer. Students should feel the journey of achievement rather than one hurdle to be clear it out

Recognizing that everyone possesses a distinct learning pattern is crucial, and I wholeheartedly concur with this notion. While the principle of "Assessment should be holistic" is critical, I'd like to further emphasize the importance of continuity in assessment. Just as you've pointed out, Jon, the concept of learning at varied paces underscores the need for an ongoing assessment approach.

In my teaching approach, I prioritize transparent communication and continuous improvement. Through regular newsletters, I keep both students and parents informed about the curriculum, upcoming assessments, and classroom activities. To ensure a comprehensive understanding, I provide constructive feedforward rather than mere feedback. This approach, incorporated into students' jotters, focuses on guiding them towards mastery. As part of my commitment to ongoing engagement, I utilize a Learning Management System (LMS) to share continuous assessments with parents and students. This digital platform serves as a hub for uploading assignments, sharing progress reports, and delivering real-time updates on individual performance.

A pass/fail assessment with peer reviewed feedback does help one improve a lot and the best example of this model is also the industry leader in online learning - Coursera. Those assessments can be quizzes or thought-provoking, longer texts. These offer a mix of both a quick recap and reflection on what has been learnt so far.

When a rubric will be used to assess student performance, it is important for the students to have access to the rubric from the start. This paints a clear target for the student of the process and product for which they should aim. One way to make this type of assessment especially meaningful for students is to include them in the process of creating the rubric. Students usually have a very good sense of what a quality product will look like, and what type of work will be required to show mastery of content. It is even more powerful when students are able to practice using the rubric to assess sample products, and use it to self-assess their own work prior to submitting it for a final grade.

In my opinion the selection between formative and summative assessment mainly depends on the ultimate purpose of education and learning.First we should ask ourselves what do we want from our students and define the final role of our educators.After that analyze what kind of assessment prepare our students for their future role better.

Pre-assessment of the level of knowledge and mapping expectations is critical in a learning methodology that permits several levels of classroom learning. I prefer continuous assessment with integrated final assessment

A mi me ha resultado útil participar en simulacros de exámenes con esrudiantes del primer año del Secundario como parte del proceso de evaluación. También es bueno adaptar la evaluación a las habilidades y competencias de los estudiantes. He realizado exámenes utilizando herramientas digitales pero a fin de cuentas depende de las capacidades de cada quien.

Aligning assessment and feedback with learning outcomes is crucial for effective education. I begin by clarifying clear and measurable learning objectives, and designing assessments that directly assess these objectives. I ensure questions are focused and relevant, constructing my lessons in a way that outlines expectations for each student. By integrating formative assessments, I provide ongoing feedback, supporting students to understand their own progress. When offering feedback, I emphasise areas of improvement relative to the individual's learning goals, encouraging self- reflection to promote deeper comprehension. This level of alignment enhances learning by guiding both educators and students toward shared educational targets.

Alignment of assessment to learning outcome is important for effective learning and measuring the impact of learning methods. Your plan is a blue print for guided learning

Being gentle and resouceful , suggesting alternatives, can relax the students, just by telling them that they are almost there.... I believe in pro active feedback. Everyone should bear in mind that their communicative skills can be as good in a foreign language as on their own native language.

When a rubric will be used to assess student performance, it is important for the students to have access to the rubric from the start. This paints a clear target for the students of the process and product for which they should aim. One way to make this type of assessment especially meaningful for students is to include them in the process of creating the rubric. Students usually have a very good sense of what a quality product will look like, and what type of work will be required to show mastery of content. It is even more powerful when students are able to practice using the rubric to assess sample products, and also use it to self-assess their own work prior to submitting it for a final grade.

I'm completely on board with you – student participation holds immense importance. It would be fantastic if we could collaborate on creating a tool that captures and monitors all aspects of the rubric, from assessments to feedback and suggestions. This tool could offer a longitudinal view of information that evaluators, parents, and students can access for ongoing evaluation and enhancement. This comprehensive data would stay with the students throughout their lives, involving various stakeholders at various stages of their learning journey.

I agree to having authentic assessment and feedback connect to real-world situations. A good practice is to reflect with the learners on objectives and relate them to what has been achieved in the classroom. Also at the end of each session ask for key learning to see if the learning is appropriate and matched with expected Learning outcomes.

1. Asking for students' feedback and spending time with them. 2. For all group projects and presentations give feedback for improvements. 3. Clarify if there are doubts about assessment criteria and help them to accept tough competition in the class and how to use it as a motivating factor.

To effectively bring this idea to fruition, the development of an online collaboration portal is crucial. This platform would enable students, parents, teachers, and evaluators to actively participate and collaborate, all with the common goal of assisting each student in realizing their complete learning potential and pursuing their individual interests. This portal would complement the traditional classroom learning experience.

A mi me ha resultado Útil comunicar a las familias que les den ánimos a sus hijos y que estimulen aquella actividad que a los estudiantes les gusta. También les digo lo siguiente: "está lo que hacemos bien👍 y lo que hacemos mal 👎.... si mantienen lo que hacen bien y modifican lo que hacen mal van mejorar 👍👍". Saludos Cordiales 😉.

Feedback models often tend to complicate things. If you think about it, how can 11 principles of assessment, 7 principles of feedback be useful when some of us struggle to remember what we want from the supermarket? For me, it's about keeping it simle. Eedback should be based on: problem, explanation, remedy, suppors. That's it. Problem: this is what you're doing wrong. Explanation: this is why you're wrong. Remedy: thi is how to put it right. Support: end with a positive message. I've found this model works well for tutor feedback but it's also really easy for peers to implement" One more thing: if the studuj wants to talk to you about what you put in the PERS model, that's great too. Other approaches are very learned this is easier.

Methods of Assessment: Demonstration/ External Test Group Presentation Peer Assessment/ Practical Outcome/ Presentation Question & Answer Self Assessment/ Skill Assessment Task Observation Test Written Assignment Other: National curriculum level and examination criteria descriptors.

An example I have experienced is offering guidance on how students can improve their future work. This forward-looking feedback helps them focus on growth rather than just past mistakes.