REFLECTING ON EXPERIENCE IN PRACTICE: “Assessment in practice: Getting your

students engaged”
My name Uriel Ragid Flores Ortiz

Name of school / Campus EBC Tlalnepantla

Myself as a teacher / Teaching Myself as a student / Learning

Personal Objectives
objectives objectives

● Get feedback and help in ● Guide students in their

● Formative assessment
my learning process. learning acquisition

Aspect of teaching or practice addressed:

● To recognize mistakes, lack
Attitudes, Knowledge, Skills
● Summative assessment of knowledge in order to ● Measure accurately
improve them.

● To take a more active role in ● Provide supportive learning

● Scaffold activities
my learning process. environment

I realized that …

There are different points of view and the learning process requires to be prepared and have variety of tools to
boost students learning acquisition, now a days we teachers must implement different approaches so that we
can meet our student’s needs, on the other hand we teachers must permit students to take the role in their
1. Awareness learning process, they have to be part of it, as long as they get involved in the process it will make it easier for
teachers and students.

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REFLECTING ON EXPERIENCE IN PRACTICE: “Assessment in practice: Getting your
students engaged”
These professional development sessions inspired me to try to …

Be aware of my students' needs, let them be part of their learning process and try to be more of a facilitator,
2. Summary of key insights from these engage them with activities that make more sense for them in their working life and more over let them learn
PD sessions from themselves, provide accurate feedback when necessary and motivate them to learn from their peers.

1. Quiz

3. Practical ideas for teaching or other

areas of professional life
2.doddle map

(List two ideas as they will be applied in the

classroom)

Idea #1 Idea #2
4. In this section, you will
reflect on your
teaching practice.

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REFLECTING ON EXPERIENCE IN PRACTICE: “Assessment in practice: Getting your
students engaged”
Examining each idea in depth:
WHEN and WHERE will I work with this
idea?
WHAT WILL HAPPEN? How would the
learners respond?
WHY? Why do I think this would
happen?
HOW DO I KNOW? What evidence do I
have that this idea would or wouldn’t
work for me?
WHAT’S NEXT? What do I want to do
with this idea moving forwards?
At the end of the unit
It will provide me with an accurate
idea of how much the student got
and what I need to reinforce about
the unit given.
With this summative activity result
shows the efficiency of activities
and the lack of practice if it exists.
If students copied during the test,
the results may not be accurate as
needed.
At the end of grammar or topic
given
They will produce and show what
they have acquired during the
sessions,
Helps them to summarize ideas
and clear out their doubts.
With this formative activity students
take part in their learning process,
they show themselves the abilities
and knowledge obtained during the
sessions and take it into practice.
Students may be confused with the
form and usage.
Peer correction may help, students’
participation will be boosted and
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REFLECTING ON EXPERIENCE IN PRACTICE: “Assessment in practice: Getting your
students engaged”
Make students use the knowledge
given in a real context, to prove
they have acquired it.
teachers may help when needed to
clarify concepts or grammar
mistakes.

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