Implementing formative assessments to address students’ learning problems is

essential for teachers to provide sufficient support for students with specific needs
and improve their teaching strategies to meet the needs of individuals by
accommodating and modifying the instructions. The power of formative assessments
can also promote equity and equality in a diverse learning environment and create a
student-centered learning environment for all learners to thrive. (Marshall, 2018)

Reflecting on my teaching experience, I implemented multiple formative assessments

to check for students’ understanding during class time and adjust teaching
approaches no later than the end of the lesson. Additionally, teachers should provide
timely feedback to students and provide differentiated instruction for individuals
during the lesson to effectively make the assessment for learning. These strategies
have promoted my teaching practices and enhanced students’ engagement in the
learning process. For instance, Four Corners is a strategy to get students out of their
space and move to four different corners to display their opinions with strongly
agree, agree, disagree, and strongly disagree. The question could be, how much do
you agree Vincent Van Gogh is post-impressionist? Students will stand in one of the
corners and share their perspectives with the class. Besides, Individual Whiteboards is
a quick assessment to check students' understanding. Students need to write down
their answers on the individual whiteboard within a short time to demonstrate their
knowledge, like how to display the shadow of an apple when the light is placed on
the left top corner. Lastly, Exit Cards is an opportunity for students to write down
their feelings and questions about the class, and it helps teachers to understand my
students and reflect on my instructions. (Regier, n.d.)

The relationships between students’ performance and teaching practices are

intertwined. According to Bovell (2014), “teachers’ knowledge of their students of
cognitive development” (para.2) is the most powerful influence on students’
achievement. In other words, teachers should be aware of the importance of
formulating a curriculum and modifying instructional approaches based on
understanding students' needs. In the Teacher inquiry and knowledge-building cycle,
teachers’ positive development in instructional knowledge and skills revolves around
the learner-centered pedagogy to enhance students’ learning outcomes. The concern
of what knowledge and skills our students need are the engines to promote teachers
to improve their teaching practices. (Timperley, 2009)

However, it is difficult for teachers to develop and deepen their professional

knowledge and skills via their own learning experiences. Therefore, it requires
substantive training and support from school leaders in creating an environment for
teachers to enhance their competency in systematically using students’ learning data
to influence their instructional approaches and benefit students' development.
(Timperley, 2009)
In conclusion, school leaders are responsible for cultivating substantive professional
developments for teachers to eliminate the teacher-centered pedagogy and promote
teachers’ teaching practice based on understanding each learner's needs through
formative assessments. Analyzing students’ performance by collecting data to
provide timely feedback and effective differentiated instructions to promote valued
student outcomes are critical in progressive education.

References

Bovell, M. (2014, February 4). Using student assessment to improve teaching.

Australian Council for Educational Research (ACER). https://rd.acer.org/article/using-
student-assessment-to-improve-teaching

Marshall, K. (2018). In praise of assessment (done right). Marshallmemo.

https://marshallmemo.com/articles/Assessment%20March%202018.pdf

Regier, N. (n.d.). 60 formative assessment strategies - okcareertech.org. Retrieved

August 2, 2022,
from https://www.okcareertech.org/educators/resource-center/standards-
credentials-assessments/dams-standards-credentials-assessments/60-formative-
assessment-strategies

Timperley, H. (2009) Using assessment data for improving teaching practice.

Research Conference. Australian Council for Educational Research
(ACER). https://research.acer.edu.au/cgi/viewcontent.cgi?
article=1036&context=research_conference
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