Tracking Students’ Progress
I use students’ assessment results to develop both long term and short-term goals in several ways. First, I use formative assessment results to understand the learners’ understanding and capabilities and develop learning goals for each individual so that all students can have an equal chance of gaining competency skills and the required knowledge (Wiliam & Leahy, 2016). For students who pass the formative test, I develop short and long-term goals that entail reinforcement and enhancement of the learned material, helping them further comprehend the course material. On the other hand, I develop short-term comprehension goals for learners who do not pass the formative test, helping them understand the course material. I feel the best practice of setting learning goals is prioritizing students’ needs.
How I Use Formative Assessment
I use formative assessment to track learners’ progress in a couple of ways. One way I use formative assessment before a teaching cycle is through the issue of entry slips. Entry slips enable me to track students’ understanding, helping me tailor the lesson to address the learners’ needs. The other way I use formative assessment during a lesson is through in-class discussions to evaluate students’ capabilities during a lesson (Keeley, 2015). I also use formative assessment at the end of an educational cycle by giving weekly quizzes. I feel I am highly competent in monitoring learners’ progress, as I prioritize evaluating each learner’s needs and use multiple assessments, enabling a better learning experience for my students.
Reflection of Teachers’ Accountability
Teachers’ evaluation affects my teaching in that I strive to enhance my capability as an educator to keep up with regular changes that occur in the education sector. By enhancing my skills through research and enrolling in career development seminars, I can become more competent, increasing my accountability capability. My responsibility as an educator to my students to check their progress regularly is enhanced by evaluations such as the formative assessment.
References
Keeley, P. (2015). Science formative assessment, volume 1: 75 practical strategies for linking assessment, instruction, and learning. Corwin Press.
Wiliam, D., & Leahy, S. (2016). Embedding formative assessment. Hawker Brownlow Education.