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Activating students as learning resources for one another:
This strategy encourages peer-assessment and collaboration.

Example of alignment with success: Success here might be seen if you have implemented peer review sessions that have positively impacted student learning.

Example of alignment with a challenge: If students struggle to give each other constructive feedback, this could highlight a challenge in fostering a culture where students can effectively act as resources for each other.

Activating students as owners of their own learning:
This focuses on encouraging student autonomy and self-assessment.

Example of alignment with success: If you have been successful in encouraging students to set their own goals and track their progress, this aligns well with the strategy of promoting self-directed learning.

Example of alignment with a challenge: If students have been resistant to taking responsibility for their own learning, this could reflect a challenge in helping them develop these self-regulatory skills.

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Giving timely feedback that too constructive to written assessments. Post feedback editing and then again its feedback.

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After reading the article, I feel my assessment style is more aligned with Engineering effective classroom discussions ,tasks and activities that elicit evidence of learning. This is because I always use effective questioning as a tool to connect the learning dots.

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Involving everyone and keeping students who require support in loop.

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Offering feedback that helps students grow can be challenging, as children's limited understanding may lead to misinterpretation or personal offense. Furthermore, providing effective feedback requires specialized skills, can be time-consuming, and may not lead to correction unless the work is revised.

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Offering feedback that helps students grow can be challenging, as children's limited understanding may lead to misinterpretation or personal offense. Furthermore, providing effective feedback requires specialized skills, can be time-consuming, and may not lead to correction unless the work is revised.

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Evaluating diverse learners with a standardized assessment can be challenging for both teachers and students, especially when instruction is differentiated through activities, groups, and pairs.

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Reading about Dylan Williams five strategies, i can see that my practice is somehow aligned with what he has mentioned. From elementary perspective, the first two strategies are highly focused on how the teachers prepares the lesson in advance and how effective are her classroom management strategies. For third and fourth strategy, the teacher has to develop a sense of autonomy in her students for them to take charge of their own learning and to give and take help from peers.

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Assessing elementary students is a challenge as their classroom experience varies from day to day depending on various factors, such as a disturbed sleep cycle, being generally distracted by the environment, and other factors that are often beyond the teacher's control. The challenge here is the variety and flexibility in planning AFL that will cater to all learners and give a productive result.

Summative assessment in young learners can be done informally to gauge the child's concepts but again these have to be flexible and given a margin of doubt.

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I find it hard to provide timely and meaningful feedback that foster improvement without overwhelming learners.

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Feedback

After reading Dylan William's five formative assessment strategies, I feel my challenge aligns with 'Feedback' since assessing students is one way of providing feedback. The challenge is to make sure feedback is effective for each student and tailored to their specific learning and interpretation style.

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I find it challenging to design different types of assessments that incorporate differentiation for the different types of learners in a classroom.

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My challenge in providing timely and personalized feedback is closely aligned with Dylan Wiliam’s second strategy: “Design effective classroom discussions, activities, and learning tasks that elicit evidence of learning.” This strategy emphasizes the importance of using formative assessment to assess student understanding and provide feedback that supports learning. The challenge in providing timely and personalized feedback is linked to Wiliam’s belief that feedback should guide students toward improvement by addressing their specific learning gaps.

Furthermore, this is aligned with his fifth strategy: “Activate students as owners of their own learning.” Timely feedback plays a key role in encouraging students to reflect on their progress and take responsibility for their learning, which is essential to fostering autonomy and deeper engagement.

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One of the biggest challenges I face in both formative and summative assessment is ensuring that feedback is provided in a timely manner and tailored to the individual needs of students.

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For young students, feedback needs to be clear and age-appropriate. I’m working on using visual cues, simple language, and quick follow-up tasks so students can easily understand how to improve and feel motivated to do so.

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I believe by providing timely and constructive feedback that actually helps students improve and motivates them to take action.

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Engineering effective classroom

I feel creating the classroom so effective in teaching that each student could recognize their learning abilities and reach to the same bar is a challenge for me. The assessment differentiation should also be looked into.

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After reading Dylan Wiliam's five formative assessment strategies, my challenge aligns with Wiliam’s fourth strategy, Activating Students as Instructional Resources for One Another. By incorporating structured peer feedback and rubrics, students can focus on specific aspects of presentations, asking questions like, “Which part needs more clarity?” This process encourages them to provide more detailed and constructive feedback. It also improves their critical thinking and communication skills, turning peer interactions into valuable learning moments for both the presenter and the reviewer.

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In Urdu oral presentations, my students struggle to provide constructive feedback. They usually say things like, "It’s good" or "It’s fair," but they aren’t able to identify specific areas needing improvement.

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After reading William's article I feel that every teacher face one or the other problem

By Providing feedback we want to make students better learners and independent to do self reflection.

Activating students as learning resources for one another.

I also felt that this strategy helps students to learn from each other ,motivate the struggles and they also learn to accept each others point of view

Amber Tauseef

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Providing feedback to students as different learners are a part of the class so it becomes challenging to cater to every child's need.

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One challenge teachers might face with formative or summative assessments is ensuring that the assessments are aligned with learning objectives. Misalignment can lead to inaccurate measurements of student understanding and progress, which can hinder targeted instruction and feedback.

Batool Zehra

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https://padlet.com/sahardamani85/your-understanding-about-assessments-i6r239ew93nhxy2s/wish/R7dXadBE8dv0Z6bl

After gathering responses on the whiteboard or through quizzes, how do you ensure that students use that feedback for growth? @ Ms. Sidiqqa

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Agreed with what Ms. Asmara said. But I would like to know that how a student can create this willingness for taking charge of his own learning. Isn't it intrinsic motivation for which a teacher may create such dynamics in the class which promote this curiosity in the learner?

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https://padlet.com/sahardamani85/your-understanding-about-assessments-i6r239ew93nhxy2s/wish/dMA1W8rkG9RAQ4OV

How could you help students set their own goals and monitor their progress?@ Ms. Shairoz

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William's article has made me feel that these are common universal problems which teachers across the globe are facing.

Providing a feedback which act as driving force for student and give sufficient details and help the students to direct their own learning. Feedback should not only be detailed but as well as timely so that effectiveness may not be compromised.

Another thought which I gained from the article is how students can be activated as a learning resource for each other because a detailed peer feedback create opportunities for impactful collaborative learning and accepting criticism which can be productive.

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"Feedback"

Ayesha Hasan

After reading Dylan Wiliam’s strategies, I see that my challenge aligns with his third strategy, "Providing feedback that moves learning forward." I also use assessments like quizzes and exit tickets to check student understanding, which ties into Wiliam’s first strategy, "Clarifying, sharing, and understanding learning intentions." These assessments help ensure students are clear on their goals and give me insight into areas where targeted feedback can help them improve. By combining both strategies, I aim to make my assessments more purposeful and feedback more impactful.

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Its challenging to create a summative or formative assessment which may meet the need and challenges of diversified learners. Giving timely and constructive feedback on a précised manner.

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Ayesha Hasan

One challenge I face with assessments is giving feedback that clearly guides improvement. Dylan Wiliam’s third strategy, "Providing feedback that moves learning forward," aligns with this. I aim to make my feedback more specific and actionable, so students know exactly how to improve.

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Engineering effective classroom discussions, tasks and activities that elicit evidence of learning

I have read Dylan Wiliam's five formative assessment strategies. In my classroom I use interactive discussions and hands-on activities to engage students. Giving students quizzes, exit tickets, and taking responses on whiteboard engages students at the same time gives me feedback and opportunities to adjust my teaching methodology.

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I find it challenging to create different types of assessments that can cater to the diverse learning needs of students.

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After reading the article of Dylan William's Five Strategies for formative Assessment, I have concluded that my questioning techniques are helpful for me as it provide insight about student's learning and understanding of the key concepts. Asking probing questions keeping in view Bloom's taxonomy help all the learners and especially the struggling students to recall taught concepts and apply it in different context.

Shairoz Anis

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After reading Dylan Wiliam’s Five Brilliant Formative Assessment Strategies, my main focus was on points 3 and 4.

Feedback:

If your feedback is specific and precise, students will better understand your perspective. Keeping in mind that feedback is for improvement and to increase students' capacity for better work, it becomes more meaningful. Additionally, the 5Rs strategy always proves effective.

Activating students as learning resources for one another is quite challenging with the age group I’m dealing with, but it ties closely to intrinsic motivation. When students are motivated, they naturally want to expand their learning and can become valuable resources for their peers

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Giving timely feedback after formative assessment in a classroom with diversity with ongoing activities and events.

Hira Nauman

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Aligning Classroom Practices

In my classroom, I actively incorporate Wiliam's strategies, particularly clarifying learning intentions and providing feedback that moves learners forward. By clearly defining learning goals, I ensure that students understand what they are expected to achieve, which encourages ownership of their learning. Additionally, I focus on providing constructive feedback that helps students identify their strengths and areas for improvement, fostering a growth mindset and promoting their overall development. This approach creates a supportive learning environment tailored to the individual needs of my students.

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A common challenge with assessments is to make sure that they clearly show what all students understand, especially when they have different learning styles, abilities, and varying paces of learning.

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After reviewing Dylan Wiliam's five formative assessment strategies, I've come to appreciate my ability to provide constructive feedback that significantly aids student progress. I focus on making my feedback clear and specific. I ensure that I explain exactly what students did well and how they can improve. For instance, I might say, “Your document in MS Word is well-structured and visually appealing! instead of Excellent. Another example would be "To enhance it further, consider adding bullet points to emphasize key information more effectively.” This approach helps students understand precisely how to strengthen their work while also me targeting what needs to be corrected or elaborated.

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Balancing diverse learning styles and needs in assessments.

Hina Imran

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Providing feedback that moves learners forward

After reading Dylan William's 5 formative assessment strategies, I realised that as a teacher, one of my achievements is providing constructive feedback that helps students progress in their learning. I focus on giving feedback that is clear and specific. Instead of simply saying, “Good job” or “Try harder,” I explain exactly what they did well and how they can improve. For instance, I might say, “Your story has wonderful details! Next time, consider adding more dialogue to enhance it even further.” This approach helps students understand exactly how to strengthen their work.

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1. Gaining Insight from the Learner’s Journey

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I find it difficult to differentiate assessments to meet the diverse needs of my students.

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After reading Dylan William's Five formative assessment strategies, I found that my recent success aligns most closely with Using Effective Questioning. In my class ,I have been focusing on developing my questioning techniques to engage students more actively in the learning process. Additionally, I experience challenges in aligning with William's strategy of Clarifying Learning Intentions and Success Criteria. While I strive to make my objectives clear, I sometimes find that students struggle to understand the success criteria. This has prompted me to use more visual aids and example to illustrate the criteria better

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Clarifying, understanding, and sharing learning intentions

After reading the article, I can easily connect the challenge with Dylan's 3rd strategy.

it suggests that if the teachers clearly explain what students need to learn and how they will be graded, it helps students understand what is expected of them. This makes them less worried about tests because they know what to study and how they will be marked.

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I feel that the high-stakes nature of summative assessments can create anxiety among students, which may negatively impact their performance and overall learning experience.

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I find it difficult to create assessments to cater different learning styles prevailing in a classroom.

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One challenge I currently face with formative assessments is ensuring that the feedback I provide is timely and actionable , with a classroom full of diverse learners, it's difficult to give individualized feedback quickly enough for students to apply it before moving on to new content.

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As teachers, we use these strategies in our classrooms, and following these steps is our daily practice.

Step 5 of Activating Students as the owners of their learning is a crucial part after reading the content of William's five strategies it has made it easy to follow through different strategies e.g. setting out milestones in the student progress journey.

Masooma Irfan

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Keep the AFL record and connect it with summative assessments.

Masooma Irfan

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As per my experience all the 5 strategies are effective but the most challenging is 4 and 5.

As given feedback that moves learners forward is sometimes difficult for the learners to understand as it should be relevant as per learner's perspective.

Taking charge of our own learning requires effort and willingness.

Asmara

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Different AFL strategies are used but without knowing the purpose for it.

Asmara