Unit 2 Reflection (EAE)

 

UNIT 2 REFLECTION

 

In this reflection, I'll go over Unit 2, which is about formative evaluation. Formative assessment is a continuous process that uses data about students' knowledge and skills to target teaching and learning needs. Our lecture began with an entertaining activity in which we shared feedback recollections from school. This activity was more than just nostalgic; it was a powerful reminder of how feedback helped my learning experiences and encouraged me to improve in order to win the admiration of my teachers.

 

This class taught me that formative assessment can improve the efficiency and productivity of learning by assisting teachers and students in setting and adapting goals for future learning. Formative assessment's primary goal is to assist teachers in understanding what their pupils know and can do, allowing them to tailor their instruction accordingly. This understanding underscores that feedback is not just for student progress; as future educators, we must also learn to understand our students' requirements in order to improve our teaching approaches.

 

 

We contrasted traditional and contemporary views on feedback during our discussions. Traditionally, feedback was often perceived as a binary system of positive reinforcement or punishment, where high achievers received praise while those who struggled faced negative consequences. Reflecting on my own experience, I recall how my grade 10 math teacher set rigid benchmarks, and failure to meet them resulted in punitive measures. This approach created an environment of fear rather than growth. In contrast, contemporary feedback emphasizes ongoing, descriptive, and actionable insights focused on improvement rather than judgment. I believe this modern approach is significantly more effective, as it provides students with specific and timely information to enhance their learning.

 

Exploring the significance of formative assessment in enhancing student learning deepened my understanding of the impact of teacher comments on motivation and engagement. We examined various types of feedback:

1.      According to type of assessment:

• Summative feedback

• Formative feedback

2.       According to objectivity:

• Diagnostic feedback

• Prognostic feedback

3.       According to mode of delivery:

• Oral

• Written

To improve the feedback process, we suggested several key points:

1. Timeliness: Provide feedback soon after work is completed to ensure relevance.

2. Specificity: Offer detailed examples of strengths and areas for improvement instead of vague praise.

3. Actionability: Give concrete steps for students to enhance their work.

4. Two-way communication: Encourage students to ask questions and provide input on the feedback process.

5. Variety: Utilize different methods of feedback to cater to diverse learning styles. These insights are invaluable as I consider my future career in education. They underscore the importance of being adaptable and responsive to the needs of my students.

 

We also discussed essential ground rules for giving feedback, emphasizing that it should focus on the work rather than the individual. Constructive criticism should be respectful and delivered clearly to empower students on their learning journey. This aligns with the concept of fostering a growth mindset—a notion that resonates deeply with me as I aspire to create a supportive learning environment. Engaging in a role-play activity allowed us to practice providing feedback in realistic scenarios, reinforcing the importance of Classroom Assessment Techniques (CATs). These techniques systematically evaluate student learning and will be invaluable tools in my future classroom. Finally, participating in a debate on summative versus formative assessment highlighted that both forms are crucial in the educational process, reinforcing the need for a balanced approach to evaluation.

 

In conclusion, the lessons learned from Unit 2 on formative assessment will significantly influence my teaching career. By implementing the principles of timely, specific, actionable feedback and fostering two-way communication, I can create an inclusive classroom environment that prioritizes student growth and resilience. Moreover, by embracing a reflective practice that incorporates both formative and summative assessments, I will be better equipped to meet the diverse needs of my students, ultimately enhancing their learning experiences and outcomes. This balanced approach will not only benefit my students but also contribute to my development as an effective educator committed to lifelong learning.