རྫོང་ཁའི་སྐད་ཡིག་གི་འབྱུང་རབས།

 Reflection on Unit II: Formative Assessment

Unit II gave me a great understanding of how assessment can be used not just to measure learning, but to improve it. I was particularly drawn to the concept of feedback. Learning about its different types evaluative, non-evaluative, prescriptive, and descriptive. It helped me realize how important it is to offer students feedback that is constructive and supportive. In my future classroom, I will provide more descriptive and non-evaluative feedback to guide students toward improvement rather than just telling them what is right or wrong. I believe this approach will build their confidence and motivation.

The word self-assessment itself was equally powerful. It made me reflect on how students learn best when they are involved in evaluating their own progress. It also made me go back to my school days when my teachers use to give feedback at the end of the lesson. In the future, I will encourage my students to use self-reflection journals or checklists to track their learning. This will not only help them become more responsible learners but also give them a sense of ownership over their work. It has already made me more aware of my own learning process, and I hope to pass on that awareness to my students.

Peer assessment initially seemed challenging due to concerns about fairness and accuracy. However, I now see its value in building collaborative skills and critical thinking. In my classroom, I plan to use peer review activities, especially in group projects or presentations, where students can give feedback using clear rubrics. This will help create a learning community where students learn from each other.The idea of using summative assessment formatively was new but very eye-opening. Instead of viewing test scores as final judgments, I will use them to identify learning gaps and adapt my teaching strategies accordingly. For example, if many students perform poorly on a question, I’ll revisit that topic using a different method or provide extra practice.

Learning about Classroom Assessment Tools (CATs) gave me realistic methods that I can use regularly in the future aspects. I plan to use quick activities like exit tickets, thumbs-up/down, and think-pair-share to get instant feedback during lessons. These tools will help me understand students’ progress and adjust my teaching in real time.

Lastly, understanding diagnostic assessment has taught me the importance of identifying students’ prior knowledge before beginning a new topic. Overall, this unit has changed the way I view assessment. It is no longer just about grading, it is about supporting learning. I faced some difficulty at first in distinguishing between feedback types, but through discussions and examples, I was able to understand better. I now feel more confident and prepared to use these assessment strategies in my future teaching to create a more engaging, supportive, and reflective learning environment.