Brainstorm– What we have learned – Formative assessment

When you go through a unit, there are many contents that you have investigated deeply with your students. We have seen many teachers that are only worried about kids acquiring vocabulary, which is not a crime, besides kids have to learn new words all the time. However, that is not our main point when it comes teaching nowadays, we want students to be critical and to know more about different points of view, different cultures, etc.

Along the Unit, we have to make sure whether our students are learning what is being proposed in class. Teaching without noticing who is learning or not can be dangerous. That goes for ELL, ESL, EFL, etc. It is about teaching.

Formative assessments can be quick and Informal, educators do not have to prepare an impressive assessment after investigating a content. It can be used to cause reflection; we could come and go without realizing student’s misunderstandings and doubts. Read more in: Formative assessment – light up your teaching practice

That is an example for you about Formative Assessment. There are many ways of doing that, and we will be doing little by little.

This assessment is nice and effective. Students want to do it all the time. You can be the one on control, or students can write whenever they want. This can be individual or with the whole class. That is up to you.

You keep on writing everything kids have actually learned up to the point you are at.

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The list grows bigger and bigger! If you are in a bilingual classroom, you may write what kids are learning in both languages. All learning matters!

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