1. In your previous experiences, where has ‘assessment’ happened in a typical ‘lesson’ or ‘learning experience’ in a K – 12 setting? How did this enhance (or not) your own learning or student learning?

 

   As a student in the Middle East, I remember having reading exams where the teachers used to tell us of a chapter of a book she will test our reading from. So we went home and read that chapter to a point we had it memorize. Then the teacher would call each one of us and ask to read a passage. I have been bad and still am bad at reading. This assessment only taught me to memorise and not really read the words but just to recognise a word my it’s size and shapes.

 

   In UK assessment was very different. Sometimes we didn’t even know when teacher did their assessments. When the teachers assessed our work there were always comments to improve. And we did a lot of self and peer assessment by marking our own or our peers work. This I found truly educational as we were able see our mistakes immediately after and discuss and figure out where we lacked the knowledge and that itself made it memorable. the peer assessment helps to highlight different point of views and lead to discussions that helped consolidate our learnings. 

 

2. After viewing the ministry videos on the interconnection of assessment, planning, and instruction, consider your initial reactions to the content—why did you react the way you did?

 

    I was aware of the benefits of assessment for learning but I never gave much thought into what it takes to plan a lesson with it in mind. I was surprised to learn all the thoughts and planning that go into making assessment for learning is an integral part of the class. The videos helped break down each of the steps and their importance.

 

   All the steps may not be easily incorporated in the class from day one especially if the students aren’t used to it. But each steps can slowly and gradually be built up my teacher modeling it. The videos gave a very indepth inside into assessment for learning and showed how it can help gain vital skills that the students will carry onto adulthood and become better independent learners.

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 ​3. How do we put into operation the backwards design? In other words what will it look like in your practice?

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   Backward design puts the end goal first. When planning a lesson a teacher needs to first examine the curriculum specific expectation. So they are aware of what the students should achieve at the end of the class. Then this can be used to design learning goals and success criterias and the lessons.