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Součástí každé dobré jazykové učebnice jsou rovněž obsahy kapitol na začátku a autoevaluační testy na konci každé lekce. Při vhodném využití takového vstupu a výstupu lze vytvořit účinnou zpětnou vazbu ohledně pokroku studentů v dané lekci.

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Several level knowledge transfer and knowledge verification until creativity in chemistry can be reached :
Student´s progress assessment

1 Knowledge transfer of individual topics Explanation in the lesson, self-study Level of knowledge None or low

2 Verification that knowledge in individual topics was accepted test, activity in the lesson, homework Level Basic

3 Practical application of acquired knowledge in individual topics Exercises, lab. work Level Basic

4 Practical application of acquired knowledge over individual topics Multitopic exercise, lab. work Level Medium

5 Creative application of acquired knowledge over individual topics Creative multitopic project, e.g. design laboratory work Level High

6 Creative application of acquired knowledge over subjects Creative multidisciplinary project through other subjects e.g.
Design a chemical project suggesting acquired knowledge over individual topics and considering other aspects (economical, environmental, local, social, political) Level Excellence

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The progress in math is easy to be seen and hard to be measured. The broader question is to which extend is necessary to measure the progress? It is easy and usefull in PE but much more difficult in other subjects. It might be more important to monitor the progress than to measure it.  The results in tests shows the comparison of our (school, national) expectation with the current situation of the students. Yes it can sometimes measure the progress if you compare the results over the years but for that reason you would have to build very comprehensive tests. We do use external tools (competition like Math kangaroo or Math challenge which are standardized and for that reason good for showing progress). It seems to me that quite powerful method of showing the progress is reflection. Let the students write down what they have learnt in particular lesson, what type of question they are able to solve (and wasn’t before) to let the students realised what they achieve. Sometimes I write some complicated question at the beginning of the topics and tell them that our aim to be able to solve it at the end of the topic.

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In Science, student progress is regularly measured by grades on tests, classwork activities, student group projects, homework activities like lab reports as well as evaluation on practical skills in labs. In addition to this traditional evaluation student´s presentation skills are measured via questionnaires (tables) made by students on the base of designated criteria. Students try to evaluate their colleagues (presenters) and express their own point of view on the student progress when they compare it from the previous same/similar activity. Students appreciate it a lot.

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In my subject, student progress is almost always adequately measured by the traditional grades on tests. In recent times, we have begun using projects and longer term tasks to compensate the people who may understand the subject  but who fall short of expectation in exam conditions. In general, it is sufficient to rely on exams, and provide verbal feedback about their individual characteristics (including report comments, if the reporting process includes it).

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Sorry, I can't able to to express these ideas in English exactly. Progres samozřejmě vidíme v průběhu celého školního roku. Když přijde do primy žák, který neumí napsat českou větu, bojí se prezentovat před třídou nebo napíše pravopisné cvičení s 15 hrubými chybami či čte pouze Deník malého poseroutky. Student se však musí na svém zlepšování v průběhu roku podílet, musí chtít... Pak na konci roku je sebejistější, chyb dělá málo, zná pověsti, pohádky, báje a jejich autory. A v kvartě už je schopný napsat esej na 500 a víc slov, přečte si klidně Deník Anny Frankové nebo My děti ze stanice Zoo. Každý student by si měl  s pomocí učitele stanovit, v čem se potřebuje zlepšit. Jaké jsou jeho slabé stránky (samozřejmě silné také, ty je potřeba rozvíjet). Aby i student pro své vzdělání něco udělal, musí si stanovit cíle - krátkodobé i dlouhodobé, jichž chce dosáhnout. Poté je důležité, aby byl učitel důsledný a sledoval spolu se studentem, jestli se mu cíle daří dosáhnout, student by měl pravidelně napsat sebereflexi, učitel otestovat studenta pomocí zkoušek/kvízů/testů. Jen nevím, kdy by to měl učitel i student stíhat... Portfolia jako taková nefungují, studenti je ztrácí, nenosí do hodin.

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I'd say it's easier for a language teacher to measure a student's progress than in other subjects. Writing skills: Students write various activities throughout the year, and since they keep them in their binders (or at least they should =D ), it's easy to keep track of their progress. The assignments also get longer and more challenging.  Speaking: little bit harder to keep track of, but once again the speaking topics get more challenging, and the students are expected to use the newly acquired grammar and vocabulary (e.g. collocations, phrasal verbs etc.) From time to time I let the students to evaluate their own progress and all of our students write the IELTS tests twice per year.

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My subject (Study Skills) is atypical - no percentages, no grades. My students can find feedback about progress in Their portfolio.
Progress in Study Skills is also reflected in other subjects - ability to work with text, comment creation, keywords, bibliographic citation

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Petra to již za češtinu vlastně vše řekla.
Jen bych doplnil, že je skvělé, když žáci vlastně svůj pokrok ani nevnímají, když je to taková sněhová koule nabalující nové a nové věci.
Sekundy třeba až při šestém testu z deseti přišly na to, že si tím postupně opravují čtvrtletku...

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Teaching a language is teaching a skill. So in our department we're lucky because is easy to assess progress when it comes to a skill. Also, we're trained to recognized progress since we use a clasification of levels (A1-C2, the European Framework of Reference). Our textbooks and all of our work is about teaching the students skills that go gradually from simple to more complicated. That's how we now that they're progressing in the learning process. We use self-assessment tables and also teacher evaluation.

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Students record their personal achievements  into the personal tables.They create a personal sport porfolio and we regularly assess the progress achieved in a certain sport discipline

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I would use lesson objectives and let student record their confidence to address them at the beginning and at the end of the lesson.

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Well this answer has a mathematical and holistic balance to it... I have adapted a projectile starting in Kvinta that works toward the end goal of achieving IB academic and learner profile goals. A key component of this is approach are essay exams, which require students to articulate meaningful arguments based evidence instead of regurgitate memorized facts... So on one hand, since the essays are measured by standard criteria, I can easily measure progress over time. Yet, once students get used to developing and articulating arguments based on evidence, it allows the class to function on a higher level of student involvement-- the ultimate stages of student progress are therefore measured by the comfortable and even humorous ways students can make sense of the material, mainly by integrating it into their daily lives.

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I use something called the 'Personal Political Paradigm Diagnostic Process'. It has three stages: 1.  Who are you politically? Why do you believe what you believe? Ask yourself…, followed by a set of cues. 2. Now that you have begun to explore yourself politically, consider the following…set of cues. 3. Your Human Rights Perspective; With your Political Paradigm Manifesto crafted in its draft stage, you now need to add reflective elements related to your position on human rights. Consider & complete the following… set of cues.
This is repeated three times during the course for me to get a feel for how each student has not only progressed but evolved in terms of political thought/awareness. It also serves as an excellent reflection tool and log for each candidate.

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In general, I do this more or less organically: mostly I look for increased ability to express oneself in spoken and written English. With writing it's easy to compare a task from earlier in the year to one done later. Spoken production is less quantifiable, but I slowly add complexity to topics for discussion over the course of a year and see how well students manage this.

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Art education - Everyone has different approach towards their creativity and ability in general. (Experimenting, realising something new, developing sensivity, overcoming personal barriers. Progress is visible in visual language from their works, )

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Art education - Everyone has different approach towards their creativity and ability in general. (Experimenting, realising something new, developing sensivity, overcoming personal barriers. Progress is visible in visual language from their works, )

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Natálie Balogová- Use of graphic organizers and diagrams

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Natálie Balogová- Use of graphic organizers and diagrams

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We can assess the progress and the depth of understanding via capability to
1. Read and describe trends and patterns
2. Create less or more complex  CAUSE-EFFECT graphic organizer – (use of correct terminology is required)

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I frequently use a short-term progress monitoring tool which I will share with you tomorrow.

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I measure visual student growth by having sts create a personal  portfolio & aclass book

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I measure visual student growth by having sts create a personal  portfolio & aclass book

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Students are asked to save 3 things for each written assignment: the assignment handout, their peer-editing rough draft, their final copy. Throughout the year we build this up in the order they are created and at the end sts can clearly see where they started the year and where they are ending the year. Sexta, for example, has 12 different written works in their folder from the start of the year now, each one (hopefully) getting better. In the final two weeks of class, we are going to create a "Best Of 2017" book and make a class "magazine" of their 3 favorite works they've completed, making a copy for each student. (poetry, book reviews, newspapers, etc. will be included). It's a creative keepsake as well.