Fatima Mohammed Hassan – H00328263

Description Rationale / Justification

(At least 2 rationales/justifications needed + Academic Literature)

Goal 3 Develops and implements a wide range of

formative assessment strategies in
classroom I want to develop and implement a wide range of formative assessment
TP Assessment
strategies in my classroom. Because I got a comment from my MCT that I
Competency

Action 3 - Try to question students during didn’t have any feedback after the lesson and I didn’t question the students
activity time. For example; why did
you match this picture with this letter? when I was going through around the class during activities work. So I am
By this way, the students will explain
willing to use different formative assessment strategies such as asking the
why he did it this way, which will
show me if the student have students questions during the activity time and in the closing because it will
understand the lesson.
- Checklist of the skills or outcomes of help me to evaluate the students’ performance in the class and giv e a clear
the lesson, including the student’s
names. picture of the students who actually did understand the lesson and who didn’t.
- Observe students working and take Moreover, I would use a checklist and try to observe the students during
notes
- Review students work activity time and write notes. By that, I would be able to recognize those

Time frame 6 weeks students who need my help and therefore I will do my best to help them to

Support Notebook follow up with the lesson. Because according to Hanover Research “findings
needed Checklist
 Fatima Mohammed Hassan – H00328263

indicate that students who receive formative assessment perform better on a

How will you MST and MCT feedback
provide Formative assessment. variety of achievement indicators than their peers do” (The Impact of
evidence of
the success of Reflections.
Formative Assessment and Learning Intentions on Student Achievement,
the action

Evidence Lesson plan – pictures – MCT comment 2014 ).

(After
implementatio
n)

Reflection For this teaching practice, I was willing to develop and implement a wide range of formative assessment strategies in
(What
my classroom. I used many different types of formative assessment such as; asking questions, checklist, observing and
happened
because of
review students work. I think I achieved my goal because I was able to assess the students successfully, I was able to
this action?)
recognize the students understanding by assessing them, it helped me to identify the students who need help more and

focus from me and the students who are fine and ready to move to the next step. But I faced a problem while I was

assessing the students, I called out 5 students together to asses them by using the checklist, I was confused and couldn’t

focus on each student that way I gave a student the wrong grade, and I didn’t realize that until my MCT told me, so next

time I will call a smaller number for example 3 students so that will not happen again. I received good comments from

my MCT about my formative assessment, “assessment support the LO well, acti vely assessing during the activity” “asking

different questions to enhance critical thinking” “she was using the checklist to track students’ progress”.
Fatima Mohammed Hassan – H00328263

Evidence 1 (checklist that I used in the classroom )

Fatima Mohammed Hassan – H00328263

Evidence 2 (MCT comments)

Evidence 3 (including formative assessments in my lesson plan )

Fatima Mohammed Hassan – H00328263

Reference

- The Impact of Formative Assessment and Learning Intentions on Student Achievement . (2014 , August ). Retrieved from hanoverresearch:
https://www.hanoverresearch.com/media/The -Impact-of-Formative-Assessment-and-Learning-Intentions-on-Student-Achievement.pdf