Before Unit II, assessment meant one thing to me: the mark at the top of the page. I never stopped to ask what those marks actually told me about my learning. Through this unit, I came to see that assessment is not only about measuring what a learner has accomplished. It is also about understanding the process and supporting the learner’s development along the way.
The part that made everything click was feedback. A number only shows how much I got right or wrong, while comments show me what I did and what to try next. We explored evaluative, non-evaluative, descriptive and prescriptive feedback, and I recognized the comments I have received over the years. Most were purely evaluative, and the few that were prescriptive were the ones I actually improved from. In a group task, my group studied dialogic feedback, which made me see feedback as a conversation: the learner must also respond with their own thoughts. I also learnt that feedback does not have to arrive at the end. Verbal, e-feedback and flipped feedback can happen while we are still learning, with students as part of the process.
Our tutor also designed a group presentation in which we tracked and marked each other’s contributions, giving us a taste of self and peer assessment. As a future teacher, I see the value of trusting students with some of the marking, while still revisiting those marks where necessary. Peer assessment felt uncomfortable at first because I did not want to upset anyone, but saying “nice work” every time helps no one. Clear guidelines and a respectful tone make honest feedback possible. Self-assessment felt just as awkward because it forces me to admit what I do not understand, yet that honesty is where real learning starts. These methods push students to reflect on their progress, strengths and weaknesses, and to take responsibility for their education.
Many of us worried that students might be dishonest to earn better marks. Our tutor addressed this through using summative assessment formatively: first help students understand and reflect, and only then grade their progress. A unit test can likewise reveal what the class still misses, becoming a teaching tool rather than a final judgement. Diagnostic assessment completes the picture, since starting a lesson without knowing where students stand is basically guessing.
Classroom Assessment Tools (CATs) were another turning point. Our tutor presented about 50, and I realized that checking understanding does not require an exam. Techniques like the muddiest point or the one-minute paper tell a teacher a great deal in minutes, and assessment can be built into daily teaching rather than coming only after a lesson.
What I take away most is something about myself. When someone points out my mistakes, I still become defensive. To give useful feedback as a teacher, I must learn to receive it better too, and treat comments as directions, not verdicts. Unit II has taught me that assessment is a continuous process that helps learners grow and helps teachers make informed decisions, showing learners not only what they have achieved but what to do next.
No comments:
Post a Comment