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Formative assessment is a form of evaluation that is done periodically within the classroom set up by the teacher to expose and improve the learners abilities. A teachers decision on whether to maintain the learning approach, materials, and environment depends on the nature of the classroom as depicted in the formative assessment results. In practice, teachers use formative assessment tools to gauge their learners abilities to read, write, interpret and use knowledge gained as portrayed in the case studies.
Results obtained from the reading formative assessment indicate that the learners possess different learning abilities and needs. Learners in the class show the willingness to read and with the help of the teacher, they expose their varied abilities when granted the opportunity to read except for few cases. The results obtained inform the teachers choice of approach and the amount of attention given to each learner in the next classes (Furtak et al., 2018). According to Leenknecht et. al. (2021), formative assessment is used by the teacher to design the best instructional approaches that suit the needs of the learners in the classroom.
Even though the learners exhibited more interactive reading abilities, the need for individualized attention for the learners could be spotted. In applying the lessons learned about administering the assessment, I would conduct prior preparation to master the aspects of learners involvement in incorporating the varied needs of the learners in the pre-assessment exercise. The analysis data about my future professional practice will entail pictorial representation of class management skills that were key in the attainment of the instructional objectives in the pre-assessment exercise.
In conclusion, the reading formative assessment lesson exposed the varied characteristics that exist among the learners in the group. The varied nature of the group, alongside their educational needs inform, the teachers decision on the methods of instruction to be used in conducting future classes. The application of the lesson learned from the reading formative assessment lesson can be utilized by conducting prior planning of the lesson to be in line with the needs of the group.
References
Furtak, E. M., Circi, R., & Heredia, S. C. (2018). Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study. Applied Measurement in Education, 31(2), 143-156.
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students motivation. Assessment & Evaluation in Higher Education, 46(2), 236-255.
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