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Before formative assessments, I usually provide feedback on the most important topics that will be covered.

I emphasize to students that, although these assessments don't count towards their grades, it's important for them to demonstrate what they've learned. I encourage them to stay calm and remember everything that was reviewed in class. Finally, I use a qualitative scale to provide feedback.

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In my high school English classes, formative assessment has been the key to building my students' confidence, especially with speaking skills. Instead of waiting for a formal oral presentation, I use low-stakes activities like "think-pair-share" or short role-plays. While they practice, I walk around the classroom strictly to listen and take notes, not to grade.

This continuous loop allows me to identify common pronunciation errors or grammar struggles (like misusing conditional clauses) in real-time. Instead of correcting them on the spot and interrupting their flow, I pause the class and do a quick re-teach on the board. The feedback feels supportive rather than punitive, and it allows me to adjust my instruction immediately before those mistakes become habits.

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During a lesson on the Past Simple, I used formative assessment by asking students to complete a short pair-work activity describing what they did last weekend. While they were speaking, I observed their use of regular and irregular verbs and provided immediate feedback. I noticed that several students confused the past forms of common verbs, so I paused the activity and reviewed them with the whole class. At the end of the lesson, students completed a quick exit ticket reflecting on one thing they learned and one area they still needed to practice. Their feedback helped me plan a review activity for the next lesson, making instruction more responsive to their learning needs.

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n my B1 English classes, students often experience high anxiety during speaking tasks, fearing grammatical mistakes. To address this, I implemented a formative assessment cycle using a low-stakes "Think-Pair-Share" activity. During the task (Assessment FOR Learning), I monitored pairs and noted common errors without interrupting. Afterward, I provided delayed, anonymous feedback to the whole class, effectively lowering their affective filter. Students then completed a short self-reflection checklist (Assessment AS Learning) tracking their confidence. Recognizing their struggle with conversational flow, I actively adjusted my subsequent lessons to teach transition words. This cycle successfully built communicative confidence and guided my instructional decisions.

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In my experience, formative assessment is more than giving grades; it helps teachers understand what students need while learning is happening. When I provide timely feedback, students become more confident and can correct their mistakes before the final assessment. At the same time, their responses help me adjust my teaching strategies and activities to better support their learning. I believe this ongoing process benefits both teachers and students.

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In my experience, I realized that many of my students felt nervous when they had to speak English in front of the class. Instead of correcting every mistake, I started using formative assessment strategies such as pair work, observation checklists, and positive feedback during speaking activities. After each task, I asked students to reflect on questions like, "What did I do well?" and "What can I improve next time?" I also adjusted my lessons based on their difficulties, especially with pronunciation and confidence. Over time, I noticed that students became more willing to participate because they understood that mistakes were part of learning. This experience taught me that formative assessment is not only about measuring progress but also about encouraging students, building their confidence, and helping teachers make better instructional decisions.

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I consider, from Assessment to Improvement: Sharing Formative Assessment Experiences" focuses on how teachers use formative assessment to provide feedback, monitor students' progress, and improve learning by sharing practical classroom experiences and successful assessment strategies.

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During my time as a preschool teacher, I was tasked with introducing foundational mathematics—specifically the concept of patterns—to a Kindergarten classroom. Initially, many of my students found the abstract nature of patterns confusing, and they struggled to grasp the core concepts. Recognizing this gap, I leaned heavily into formative assessment to guide my instructional next steps.

Rather than waiting for a final test, I continuously gathered data on their understanding through daily observations and hands-on activities. This ongoing assessment allowed me to pivot my teaching strategies in real-time. I implemented personalized learning sessions and differentiated activities tailored to various learning styles, while offering immediate, constructive feedback. By scaffolding their learning—moving from guided practice to independent exploration—I helped them bridge the gap from confusion to clarity. Ultimately, this feedback-rich environment empowered the students to confidently identify, extend, and create their own patterns, transforming a collective struggle into a celebrated academic milestone.

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In an online English lesson, I noticed that several students were using AI tools to complete their writing assignments without showing their own understanding. To address this, I applied Assessment for Learning by asking students to submit a first draft and providing feedback on their ideas instead of only correcting grammar. This allowed me to identify misconceptions and guide them throughout the learning process.

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In my English classroom, I really saw the power of the formative assessment cycle during a unit on essay writing. Instead of just collecting a final paper and grading it, I had my students use a shared digital board to post their thesis statements anonymously before they even started writing. This quick check allowed me to see right away that more than half the class was struggling to write a claim that was actually arguable—most were just stating obvious facts. Because I caught this in real time, I was able to pivot my lesson plan for the next day, pausing the curriculum to run a mini-workshop on strengthening arguments. The students then revised their thesis statements based on that immediate feedback, and the final essays they eventually turned in were significantly more analytical and well-structured than in previous years. It completely changed how I teach writing; it showed me that catching mistakes while the "cement is still wet" saves students from a ton of frustration and completely shifts the focus from just earning a grade to actually mastering the skill.

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A formative assessment would be faced when students make a video recording about a journey, it would be showed during the hole process, because students have to construct their video step by step, and at the end they would have the result of it,, they felt engaged to make it, and they would have a self refelxiont metacognition, transforming them into active agents of their own growth

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I used the formative assessment cycle by first identifying a clear learning objective and checking students' understanding through a short exit ticket. The responses showed that while most students understood the main concept, several were still confused about applying it to new situations.

Based on this evidence, I adjusted my next lesson by reviewing the challenging concept with additional examples and incorporating small-group activities for targeted support. I also provided specific, timely feedback to students, highlighting what they did well and giving clear suggestions for improvement rather than simply marking answers as correct or incorrect.

The feedback had a noticeable impact on student learning. Students were more confident during the follow-up activity, asked more focused questions, and demonstrated better understanding in subsequent assessments. This experience reinforced the importance of using formative assessment not just to measure learning, but to guide instructional decisions and provide meaningful feedback that helps students improve.

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From Assessment to Improvement: Sharing Formative Assessment Experiences

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From Assessment to Improvement: Sharing Formative Assessment Experiences

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In my opinion, formative assessment is an essential part of the teaching and learning process because it focuses on helping students improve instead of only measuring their final performance. Through continuous feedback, students can understand their strengths, identify the areas they need to work on, and make changes before the final assessment. This makes learning more meaningful and encourages students to take an active role in their own progress.

Another important advantage is that formative assessment promotes communication between teachers and students. Constructive feedback helps build confidence, reduces anxiety about making mistakes, and motivates students to keep improving. Overall, I think formative assessment is a powerful tool because it supports continuous learning, encourages reflection, and helps both teachers and students achieve better educational outcomes.

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Sharing my formative assessment experiences, I noticed that it provides feedback and information about formative goals such as the participation of the students, the confidence they have in the time they have to talk in front of many people, and not just focusing on final grades as I said in other activity, but understanding the material and improve their language skills.

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Working with an 11th-grade class in a dispersed rural area during ICFES preparation showed the importance of formative assessment. After completing a practice reading test, it became clear that many students had difficulties identifying the main idea and making inferences. Instead of only reviewing the correct answers, specific feedback was provided, and additional activities were designed to strengthen those skills. This allowed students to recognize their mistakes, improve their strategies, and gain confidence for future practice tests. At the same time, the results guided instructional decisions by focusing on the areas where students needed the most support.

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In a review class at a police and military academy, I taught students aged 16 to 19 who had limited grammar knowledge. My objective was to review all English tenses using a chart organized by simple, perfect, continuous, and perfect continuous forms across present, past, and future, including affirmative and negative structures, auxiliary verbs, and verb forms. As students completed guided practice, I observed that they could identify the tenses but struggled to choose the correct auxiliary and verb form. Based on this evidence, I paused the lesson, modeled additional examples, and provided immediate feedback. Students corrected their mistakes, became more confident, and improved their accuracy. This formative assessment also helped me adjust my instruction to better address their learning needs.

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During a B1 English speaking lesson, I noticed that many students were reluctant to participate because they were afraid of making mistakes. Instead of evaluating only the final speaking performance, I used formative assessment throughout the lesson. I observed students during pair discussions, asked guiding questions, and provided immediate feedback focused on communication rather than accuracy.

Students also completed a short self-assessment checklist at the end of the activity, where they reflected on their confidence, participation, and areas for improvement. This reflection helped them recognize their progress and set personal goals for future speaking tasks.

The feedback had a positive impact on both students and my teaching decisions. Students became more willing to speak because they understood that mistakes were part of the learning process. Based on their reflections, I adjusted the following lessons by including more collaborative speaking activities and providing language support before oral tasks.

This experience showed me that formative assessment is not only about monitoring learning but also about using evidence to improve instruction and encourage student growth. Continuous feedback and reflection created a more supportive learning environment and increased student confidence.

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From Assessment to Improvement.

In my teaching experience, formative assessment has been an effective way to support students' learning because it provides continuous feedback throughout the learning process. Instead of focusing only on final grades, I observe students' participation, ask questions, and give constructive feedback to help them improve their language skills. I also encourage students to reflect on their own progress through self-assessment and peer assessment. This process increases their confidence, helps them identify their strengths and areas for improvement, and promotes greater responsibility for their own learning. In a Communicative Language Teaching classroom, formative assessment allows teachers to adapt instruction according to students' needs and creates more meaningful opportunities for communication and language development.

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BYRON JAVIER RAMIREZ DUEÑAS

Formative assessment is an essential part of effective teaching because it provides continuous information about students' learning. During an English lesson, I asked students to complete a short speaking activity in pairs. While listening, I noticed that many students had difficulty using the correct verb tense. Instead of waiting until the final test, I gave immediate feedback, highlighted common mistakes, and modeled correct examples. Then, students practiced again with a different partner and showed noticeable improvement. I also encouraged them to reflect on their own performance and identify one area they wanted to improve. This experience showed me that timely feedback helps students build confidence, correct misunderstandings, and become more active learners. It also helped me adjust my teaching strategies to better meet their learning needs.

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Lenin Gómez                                              From Assessment to Improvement: Sharing Formative Assessment Experiences

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Lenin Gómez                                              From Assessment to Improvement: Sharing Formative Assessment Experiences

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In my teaching experience, formative assessment helped me identify students' learning difficulties through quizzes and class participation. After providing specific feedback and additional practice activities, students improved their understanding of the topic. This process also helped me adjust my teaching strategies to better support their needs. Overall, formative assessment promoted both student learning and continuous improvement in my instruction.

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In my teaching practice, I used formative assessment by asking students short questions during the lesson and giving them simple activities to check their understanding. I noticed that some students had problems using the new vocabulary correctly. Instead of waiting until the final test, I gave them immediate feedback and explained their mistakes with more examples.

After the feedback, the students felt more confident and made fewer mistakes in the next activity. This experience helped me understand that formative assessment is very useful because it allows teachers to identify learning difficulties early and adapt their teaching methods. I believe that giving clear and positive feedback helps students improve their learning and stay motivated.

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Formative assessment is a method of evaluation that takes place during the learning process, rather than at the end of it. Its primary goal is not to assign a final grade, but to monitor student progress and provide ongoing feedback that can be used to improve teaching and learning.

A common analogy is that of a chef cooking soup: when the chef tastes the soup while it's still on the stove to adjust the seasoning, that's formative assessment. When the customer eats the soup at the table and gives it a final review, that's summative assessment.

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From Assessment to Improvement: Sharing Formative Assessment Experiences

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From Assessment to Improvement: Sharing Formative Assessment Experiences

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Formative assessment is an essential tool because it helps identify students' strengths and learning needs throughout the learning process. By providing timely feedback, teachers can adjust instruction and support student progress. In my experience, using strategies such as observation, rubrics, self-assessment, and reflective questions encourages active participation and helps students become aware of their achievements and areas for improvement. Therefore, assessment becomes more than a grade; it becomes an opportunity for continuous learning and improvement.

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In my class, I gave students a quick exit ticket after a persuasive-writing lesson: write one opinion + one reason. I noticed almost no one used connecting words like "this shows that..." to make a whole paragraphs.

So, I added a 5-minute mini-activity: students compared strong vs. weak example sentences, then revised their own.

By the final draft, that connective language was showing up naturally, and a couple of students even self-corrected while writing.

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In my teaching experience, formative assessment has helped me understand my students’ progress throughout the learning process. I use short activities, questions, and classroom discussions to check their understanding. Based on their responses, I provide feedback and adjust my teaching when necessary. I have noticed that timely feedback helps students correct their mistakes, build confidence, and improve their performance. Formative assessment is valuable because it supports learning step by step instead of focusing only on the final resul

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In my opinion, formative assessment is an essential part of the learning process because it allows teachers to understand students’ progress and make decisions to improve instruction. As a pedagogy student, I believe that strategies such as asking questions during the class, providing oral feedback, self-assessment, and peer assessment help students become more aware of their own learning.

One experience that shows the importance of feedback is related to pronunciation practice. After students finish an oral presentation, direct feedback can help them improve specific pronunciation mistakes. However, feedback should be given in a supportive way, not by pointing out only one student’s errors. Instead, teachers can review the correct pronunciation with the whole class and create a positive learning environment.

I think effective feedback should be specific, motivating, and focused on improvement. Formative assessment also helps teachers identify which skills students have already developed and which topics need more practice before introducing new content. Therefore, assessment becomes a continuous process that guides both teaching and learning.

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When I used to teach in primary school, I had the 3rd grade class and after a diagnostic test, I detected that students weren´t able to identify and say all the alphabet consonants or vowels. I decided to use videos and games at the beginning or at the end of every class about the alphabet, and when they had to learn new vocabulary they would always have to spell the words anytime these were used in class on the board. After a couple of weeks the students could spell any vocabulary word that was presented in the classroom or even ask to spell them to earn extra points or stickers.

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During an English lesson, I assessed students' understanding of colors using flashcards. I noticed that some children were confusing blue with green. I provided immediate feedback through repetition and visual aids, and then adapted the next activity with a color sorting game. As a result, the students improved their color recognition and participated with greater confidence. This experience demonstrated to me how formative assessment helps guide both learning and teaching.

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Sharing Formative Assessment Experiences

Formative assessment supports learning by providing continuous feedback that helps students improve and teachers adjust instruction. Sharing teaching experiences allows participants to reflect on effective strategies, discuss challenges, and explore how feedback can strengthen learning outcomes and classroom practices.

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In one class, students gave presentations about healthy food versus unhealthy food. During the preparation process, I provided feedback on aspects such as pronunciation, organization, and areas that could be improved. As a result, students were able to improve their work, prepare more effectively, and feel more confident during their presentations. This feedback also helped me identify their learning needs and adjust future activities accordingly.

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In my 8th grade English class on Past Simple vs Present Perfect, I used an exit ticket with 2 sentences: “I *_ my homework yesterday” and “I *_ my homework already”. About half the class mixed the tenses, so I gave immediate feedback: “Yesterday = finished time, use past simple. Already = no time given, use present perfect.” Students then corrected their tickets in pairs. Because of that feedback I changed my next lesson plan and added a quick game sorting time expressions like “yesterday, last week, already, just”. After the game, most students could explain the difference correctly. This showed me how quick formative feedback helps students fix errors right away and helps me adjust teaching before the unit test.

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One of the things I do during my English classes is that I always try to make a game with flyers about what they are learning during the class so that they could compare to real-life situations and connect the experiences to the feedback. 

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One of the things I do during my English classes is that I always try to make a game with flyers about what they are learning during the class so that they could compare to real-life situations and connect the experiences to the feedback. 

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During an English lesson on daily routines and frequency expressions, I invited students to participate by saying a sentence about one of their daily activities and how often they did it. Through this activity, I noticed that several students had not fully understood the use of time and frequency expressions that I explained previously. In response, I provided immediate feedback and adjusted my teaching strategy. I created a real-life scenario using desks, chairs, and the students themselves to help them visualize and better understand the target language. As a result, students participated more confidently and demonstrated a better understanding of the topic.

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In one of my online English classes, students had to prepare a short presentation. Before the final submission, I asked them to send a draft and gave feedback on their ideas and language use. Some students were copying information without understanding it, so I asked questions that encouraged them to explain the content in their own words. After revising their work, their presentations were much more personal and meaningful. This experience showed me how formative assessment helps both students and teachers improve throughout the learning process.

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In my teaching and learning experiences, I have used formative assessments such as quizzes, class discussions, peer reviews, and reflective activities to monitor student understanding. One effective strategy was giving short weekly quizzes with immediate feedback. Discussing common mistakes and encouraging reflection helped students identify areas for improvement and build confidence in their learning.

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In my teaching experience, I have learned that formative assessment is more than just a grade; it is a constant conversation that changes how I teach. I remember one time, during an English class with my 6 year old students, I used a "traffic light" technique with colored cards to check if they understood animal names. When I saw that many children held up a red card, I knew immediately that they needed more practice before moving on. So, I decided to change my plan and played an interactive matching game instead of continuing with the original lesson. Seeing how that change helped them gain confidence and participate successfully confirmed my belief that by listening to their needs and adjusting my teaching in real-time, I can create an environment where learning feels like a safe and fun game for everyone.

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In one English lesson, I used a formative assessment activity where students completed simple sentences using the present simple tense. After checking their answers, I gave immediate feedback by correcting common mistakes and asking students to explain their choices. This feedback helped them understand the grammar better and improved their confidence. Based on their responses, I decided to review the topic with additional practice before introducing new content, which resulted in better participation and learning outcomes.

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One formative assessment experience that I found very useful involved a group of students aged 8 to 12. During a speaking unit, I took them to a park and encouraged them to communicate only in English. At first, most students used very short phrases and seemed unsure about expressing themselves.

After observing their performance, I provided feedback by modeling useful expressions and encouraging them to use complete sentences. During a second visit, I noticed that students participated more confidently and were able to communicate more effectively. This experience showed me how formative assessment can help teachers identify students’ needs, provide timely feedback, and adjust instruction to support learning. It also demonstrated that assessment can be a natural part of the learning process rather than only a final evaluation.

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Here's an experience from one of my English classes at the public university where I teach:

We were doing a task-based activity where students had to collaboratively design a project proposal. While I was walking around the room monitoring (doing Assessment FOR Learning), I noticed a recurring issue. Whenever the students realized they didn't know a specific academic word, they would immediately hit a wall and revert to Spanish.

Instead of just taking notes and waiting to penalize their fluency on a final rubric, I made a quick adjustment on the go. I paused the activity for about five minutes to do a mini-scaffolding session, teaching them phrases like "It's a concept similar to..." so they could work around the missing vocabulary. I then challenged them to resume the task, but this time they had to use those workarounds in English if they got stuck. The shift was noticeable because the feedback was immediate and actionable; they stopped obsessing over accuracy and focused on their fluency.

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In my teaching experience, formative assessment helps me understand what my students need before giving a final grade. For example, with my 9th graders, I noticed that many students were able to complete simple present exercises, but they make mistakes when writing or speaking about daily routines. To check their progress, I used short oral questions, pair practice, and every now and then exit tickets. Then, I gave them simple feedback, such as reminding them to use -s with he/she/it. Based on their mistakes, I adjusted the next lesson by adding more examples and guided practice. I would say that this experience showed me that formative assessment is not only about correcting students, but also about helping me supporting their learning and making better teaching decisions.

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Formative assessment is a continuous process used by teachers to monitor and support student learning throughout instruction. Its primary purpose is to gather information about students’ understanding, skills, and progress so that both teachers and learners can identify strengths, address difficulties, and make adjustments to improve learning outcomes.

During a lesson on environmental issues, a teacher asks students to work in pairs and discuss the causes and effects of pollution. After the discussion, each student writes a short paragraph summarizing their ideas. The teacher reviews the paragraphs and provides feedback on the students’ use of vocabulary, grammar, and content understanding. Based on the common mistakes identified, the teacher plans a follow-up activity to reinforce the concepts and language skills that need improvement.

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I primarly focus formative assessment to pave the path of the summative assessment. That means that, every single activity that is assessed during the unit is directly connected to the final evaluation.

In light of the above, feedback is the basis of the formative process. For me, presenting clear instructions, well-detailed self/peer- assessment rubrics and the evaluation rubrics give the students the power to track their performance and decide what to do to reach the next level.

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In my teaching experience, formative assessment is very useful because it helps me identify: what students understand and what they still need to improve.

It isn't only about giving a grade, but about guiding students during the learning process.

For example, in an English class, I taught the topic of comparative and superlative adjectives. First, I explained the grammar rules and gave some examples. Then, students completed short exercises where they had to compare people, animals, and objects. While they were working, I walked around the classroom and checked their answers.

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During an English lesson, I used formative assessment to check my students’ understanding of the present simple tense. While students were working in pairs, I observed their conversations and listened to their use of grammar and vocabulary. I asked questions and provided immediate feedback to help them correct mistakes. At the end of the activity, students completed a short reflection about what they learned and what they needed to improve.

This formative assessment helped me identify students’ difficulties and adapt my teaching. It was not focused on grades, but on giving support and improving students’ learning process.

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Formative assessment is an important tool that helps teachers understand students' progress during the learning process. For example, using exit tickets at the end of a lesson allows teachers to identify what students have learned and what concepts need more practice. Peer assessment gives students the opportunity to provide feedback to their classmates, while self-assessment helps them reflect on their own strengths and areas for improvement. These strategies provide valuable information that teachers can use to adjust instruction and better support student learning. As a result, formative assessment promotes continuous improvement and helps students achieve their learning goals.

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Francisca Guerrero   Z.       Formative Assessment Experience 

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Francisca Guerrero   Z.       Formative Assessment Experience 

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In my English classes, I use formative assessment regularly to monitor students' progress and adjust instruction. For example, during a lesson on daily routines and the present simple tense, students worked in pairs to describe their typical day. While they were speaking, I observed their use of vocabulary, pronunciation, and grammar using a simple checklist.

After the activity, I provided immediate feedback on common mistakes and highlighted good examples of language use

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During an English speaking activity, I asked students to talk about their daily routines. While listening to their presentations, I noticed that several students had difficulty using the simple present tense correctly. I provided immediate feedback and reviewed the grammar structure with examples. In the next activity, students practiced again and showed improvement in their accuracy and confidence. This experience demonstrated how formative assessment and feedback can support learning and help teachers adjust instruction according to students’ needs.

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As a secondary teacher, I've had some experiences practicing speaking topics with my student, when I asked them some questions I noticed they were having troubles using the correct tenses at the moment to speak. For that reason I decided to use some formative assessment to practice how they should answer each question giving them feedback and support them all the time when they finished all the activities they had the chance to share their answers with their partners. So in this way, they made an improvement during the speaking sections.

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During an English class on paragraph writing, I asked students to write a short descriptive paragraph about their favorite place. After reviewing their work, I noticed that many students had good ideas but were not using enough descriptive adjectives. I provided individual feedback and shared examples of descriptive language. In the following lesson, students revised their paragraphs using the feedback, and their writing became more detailed and engaging. This experience showed me how formative assessment helps identify learning needs and improve student performance through timely feedback.

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During an English lesson about food vocabulary, I used formative assessment to monitor students' learning. First, I presented flashcards and asked students to identify and pronounce the words. Then, I conducted a short oral activity where students had to name the ingredients of traditional dishes in English.

While observing their responses, I noticed that several students had difficulty pronouncing some words and remembering specific vocabulary. Instead of waiting until the end of the unit, I provided immediate feedback by modeling the correct pronunciation and encouraging peer support.

Based on the results, I adjusted my instruction and included additional practice activities such as matching games, repetition exercises, and flashcard reviews. In the following lesson, students showed greater confidence and improved accuracy when describing ingredients.

This experience demonstrated that formative assessment is not only about identifying learning gaps but also about using feedback to improve teaching strategies and support student progress. Continuous observation and timely feedback helped both my students and me achieve better learning outcomes.

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n my recent intermediate ESL class, I used a formative assessment cycle during a writing activity on opinion paragraphs. After a mini-lesson on thesis statements and supporting details, students wrote a first draft. Instead of grading it immediately, I gave each student a simple feedback slip with two sections: “One thing that works” (example clear position) and “One thing to refine” ( add a specific example).

Students then revised their drafts in pairs, discussing how my feedback connected to the rubric. The next day, I collected a second draft and noticed that nearly all students had addressed the “refine” point — many also self‑corrected other issues like punctuation.

This experience taught me that timely, focused feedback (not overwhelming corrections) empowers students to take ownership. Based on what I saw, I decided to adjust my next lesson: instead of teaching another new structure, I planned a peer‑review workshop where students practice giving each other similar bite‑sized feedback. Formative assessment became not just a check‑in, but a roadmap for both my teaching and their learning.

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As a teacher, I try to do formative assessment all the time. This is my experience. During a lesson on daily routines, I asked my students to write 5 sentences about their day using time expressions, it was a quick 5-minute individual task with no support. As I walked around, I noticed three patterns: some students wrote confidently, others made consistent third-person -s errors ("he go"), and others could barely produce two sentences due to word-by-word translation. So, I put three anonymous sentences on the board for class discussion, paired strong writers with peers for a quick check, and gave struggling students a sentence frame and it really worked. By the end of class, most students rewrote their cards with noticeable improvement, showing that a simple observation tool, used well, can reshape a lesson in real time.

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During one of my teaching practices, I noticed that several students were struggling to use the future tense correctly in English. Instead of simply correcting them, I gave them feedback during the activity and adapted the next lesson to include more practical exercises. After that change, they participated with greater confidence and improved their performance. This experience taught me that formative assessment helps us make decisions that benefit students’ learning.

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I started to create websites to make sure students check the material before classes. I have been making modifications to those websites so students can practice vocabulary and grammar before the next class. Those assessment tools can also be used as real summative assements. They are practical , time saving and engaging for students. It started as a simple design and now I can include more different resources that can be considered formative assessment tools. I am still thinking how to improve them so they are more practical. As Maya Angelou said; do the best you can do until you know better; when you know better, do better.

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Interactive Learn Hub provides an engaging platform for PDF-based learning with audio, translations, and quizzes.

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By making decisions based on results obtained during the formative assessment process, the learning-teaching sessions became more effective and pretty less interrupted. I remember first classes in which I had to explain about transportation and locations, it was very difficult. But students' improving skills was a matter of time; after I got the results and checked the evidence from either tests or tasks in class because I can make decisions to solve the big doubts: How, Why and How long?

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In my teaching practice, I usually follow a structured lesson sequence that supports continuous formative assessment. First, I introduce the target vocabulary and concepts of the lesson. After the presentation stage, I conduct a vocabulary activity to check students' initial understanding and identify any misconceptions. This allows me to gather evidence of learning before moving on to more complex tasks.

Next, students complete the activities suggested in the textbook, which are often focused on applying the new language through exercises such as matching, completing sentences, or identifying information. During these activities, I monitor students' performance, observe common difficulties, and provide immediate feedback when necessary. This helps students correct mistakes and improve their understanding while learning is taking place.

At the end of the lesson, I usually include a game or interactive activity. Besides increasing motivation and engagement, these activities provide additional opportunities to assess students' understanding in a less formal context. The information gathered during these activities helps me determine whether students are ready to move forward or if certain topics need further reinforcement.

The formative assessment cycle becomes even more evident before summative evaluations. Prior to an assessment, I provide students with a questionnaire that covers all the topics that will be evaluated. Students complete the questionnaire, and I review their responses and provide feedback on areas that need improvement. This feedback helps students identify their strengths and weaknesses and gives them a clearer understanding of what is expected.

Afterward, I administer a quiz to check how much learning has been achieved and to determine whether students have acted on the feedback provided. The results of the quiz allow me to make instructional decisions, such as reviewing specific topics, clarifying misunderstandings, or providing additional practice before the final evaluation.

Feedback plays a crucial role in this process. For students, it serves as guidance that helps them improve their performance and prepare more effectively for assessments. For me as a teacher, the evidence gathered from classroom activities, questionnaires, and quizzes informs my teaching decisions and helps me adapt instruction according to students' needs. As a result, the final evaluation is not an isolated event but the culmination of several opportunities for practice, feedback, reflection, and improvement.

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As teacher I use Formative assessment. One day I was teaching vocabulary related to daily routines such as getting up, brushing my teeth, having breakfast in a beginner English class. So, to assess their understanding of the verbs before asking them to write, we did a quick activity: I would say an action, and they had to mime it (formative assessment).

So, when I said "have breakfast," I noticed some students mimed brushing their teeth. Then, I paused the game briefly and gave them visual feedback: I pointed to my mouth, miming a toothbrush for one verb, and mimed eating cereal for the other. We repeated the activity to reinforce the difference.

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In a class about animals, the formative assessment strategy I use with young learners is describing an animal by mentioning its characteristics, such as its color, size, or the sound it makes. Then, students listen carefully, draw the animal, and say its name in English. Through this activity, I can identify if students understand the vocabulary and descriptions. I also provide immediate feedback to help them improve their pronunciation and comprehension. This allows me to adapt my teaching according to the students’ needs and learning progress.

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That's so common. This is my experience. At first, I was surprised because I thought my students understood the subject pronouns. However, the formative assessment showed me that they could identify the pronouns individually (he, she, it, we, they), but they had difficulty applying them to real examples with names. After, I provided additional practice and feedback. I noticed and improvement in their understanding. This experience helped me realize the importance of checking students' understanding beyond memorization.

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In my English classes, I use formative assessment during activities such as reading, speaking, and group work. While students are working, I observe their performance, ask questions, and provide immediate feedback. For example, when students make mistakes in pronunciation or grammar, I guide them with corrections and examples.

After the activity, students reflect on their learning by identifying what they did well and what they need to improve. Based on their results, I adjust my teaching strategies, review difficult topics, and provide additional practice when necessary.

This process helps students become more aware of their learning progress and allows me to make better instructional decisions to support their success.

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I teach in a rural educational context, I have worked with students who have a very low level of English proficiency. Additionally, many of them show little interest in learning the language because they do not perceive its usefulness in their daily lives. This situation represents a challenge and makes formative assessment especially important.

One experience involved teaching vocabulary related to daily routines. At the beginning of the lesson, I used simple questioning and observation to assess students’ prior knowledge. Most students struggled to recognize basic vocabulary and were reluctant to participate. Throughout the lesson, I applied formative assessment strategies such as peer work, oral questioning, and short activities where students matched words with pictures. The feedback collected during these activities showed that students needed more visual support and additional practice with pronunciation. Based on this evidence, I adjusted my instruction by incorporating flashcards, games, and repetition activities. I also provided immediate feedback, praising effort and correcting mistakes in a supportive way :)

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I use formative assessment to monitor my students’ progress and improve my classes. I encourage students to participate actively and express themselves during lessons. When they make mistakes while speaking, I allow them to finish before providing feedback because I do not want to affect their confidence or participation. I also pay attention to common errors in their writing and speaking, such as the incorrect use of verbs, and I explain the rules carefully so they can understand their mistakes. Through observation, feedback, and continuous support, I can identify students’ needs and adjust my teaching strategies to help them learn more effectively.

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With my students at school, during a game about colors, I asked them to identify objects in the classroom. Several children confused black with blue. I gave them immediate feedback by showing them real objects and repeating the words together. In the next activity, the students identified the colors correctly. This helped me realize that they needed more visual support when learning new vocabulary. In other example students completed a worksheet matching numbers with words. I noticed that many children mixed up thirteen and thirty. After reviewing the mistakes, I practiced pronunciation through songs and repetition. The following day, students recognized and pronounced the numbers more accurately. I decided to include more listening activities for number recognition.

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I remembered that during a speaking activity in one of my English classes, I noticed that several students were using Spanish when they could not remember a word in English. Instead of correcting them immediately, I took notes while they were working.

At the end of the activity, we discussed some of the communication difficulties they experienced, and I provided feedback on useful vocabulary and expressions they could use. I also asked students to share what they found challenging. Their responses helped me understand that they needed more support with everyday vocabulary.

Based on this feedback, I adjusted my next lessons by including more vocabulary games and pair-work activities. Over time, students became more confident and started using English more consistently during class. This experience showed me how formative assessment helps me identify students' needs and make better teaching decisions.

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During my teaching practice, I used formative assessment through short exit tickets at the end of each lesson. Students answered one question about the topic and identified something they still found difficult. After reviewing their responses, I noticed that many students struggled with applying concepts rather than remembering definitions. As a result, I adjusted my next lesson to include more guided practice and real-life examples. The feedback helped students clarify misconceptions and increased their confidence. This experience showed me that formative assessment is not only a tool for measuring learning but also for improving instruction and supporting student success.

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During an English lesson on reading comprehension, I asked students to read a short text and answer five questions. After reviewing their answers, I noticed that many students had difficulty identifying the main idea of the text.

Instead of continuing with the next activity, I provided additional examples and guided practice. Students worked in pairs to identify the main idea in different paragraphs and discussed their answers with the class. I then gave immediate feedback and clarified any misunderstandings.

At the end of the lesson, students completed a short exit ticket explaining the main idea of a new paragraph. Most students showed improvement, demonstrating that the formative assessment helped identify learning needs and adjust instruction effectively.

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During my English classes with 8th-grade students, I used formative assessment. After a pair-work activity, I monitored students and identified common mistakes in sentence structure and verb usage.

Instead of waiting until the end of the unit, I provided immediate feedback and asked students to correct their own mistakes with the support of their classmates. This helped them become more aware of their learning process and improve their performance during the lesson.

Based on the evidence collected, I adapted the following class by including additional practice activities and examples. As a result, students showed better understanding and greater participation. This experience demonstrated that formative assessment is not only useful for measuring learning but also for improving instruction and supporting student progress through continuous feedback.

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As a teacher i use formative assessment to monitor students’ learning and provide feedback during instruction. For example, in an English vocabulary lesson about animals, the teacher may show flashcards and ask students to identify the animals in English. While students respond, the teacher observes pronunciation, participation, and understanding. If a student makes a mistake, the teacher provides immediate feedback and support to help them improve. This type of assessment helps me to identify learning difficulties, adjust instruction, and support students’ progress before the final evaluation.

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In my teaching, I use formative assessment to see the progress that my students have during the whole class. For example: If I teach them vocabulary related to animals, I observed their participation through games like bingo, flashcard activities, or oral practice. This allowed me to identify which words they recognized and which they still found difficult. After the activities, I provided them feedback, correcting their pronunciation and encouraging them to repeat the words correctly.

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In my classes, my students couldn't differentiate between proper and improper fractions. So I reviewed the topic using pretend pizzas, and they learned through play

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When I used "Find Someone Who" as a formative assessment in my 8th-grade science class, it transformed a high-energy movement activity into a powerful tool for real-time diagnostic evaluation. By designing a matrix targeting specific cognitive levels—ranging from simple recall to complex analysis of ecosystems—I was able to circulate, listen to peer-to-peer explanations, and instantly pinpoint where student understanding broke down. During the activity, my active monitoring revealed that while students easily identified basic food chain terms. This immediate data allowed me to pivot my lesson on the spot; I halted my planned curriculum and used a physical demonstration with spilling water to illustrate metabolic heat loss. Ultimately, this targeted feedback loop corrected a major scientific misconception in real time, shifting my students' focus from simply getting a signature to truly mastering the concept before they ever faced a high-stakes exam.

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Formative assessment acts as a real-time check-up that catches student misconceptions early, allowing teachers to adjust their instruction on the fly before high-stakes exams. By shifting the focus from grades to growth, it creates a low-anxiety environment where mistakes are treated as valuable opportunities for learning. Ultimately, this practice promotes student self-reflection and saves valuable instructional time by addressing minor confusion before it becomes a major roadblock.

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During an English grammar lesson on the Past Continuous and Simple Past, I asked students to explain why we say "I was studying when my friend called." As they discussed the sentence, one student asked, "How do we know which action goes in the Past Continuous?" This question showed that students needed more support understanding the difference between an ongoing action and an interrupted action. I used a timeline and additional examples to clarify the concept. After practicing in pairs, students were able to use the structure correctly, demonstrating improved understanding through their classwork and responses.

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I think this is a great example of how formative assessment supports student learning. The exit ticket helped identify students’ misunderstandings before a final assessment, giving the teacher an opportunity to address learning gaps in time. I also believe that the feedback provided encouraged students to reflect on their mistakes and improve their understanding. In my opinion, formative assessment benefits both students and teachers because it helps monitor progress, guide instruction, and create a more effective learning environment.

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In all the process of learning we have to monitor the students , so that way we can consider if we are doing well, an if there rae some problems we could correct in which way we coul improve to get a better learning in the four skills. we could get better our strategies to a very good development and get excellent results

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During my experience teaching English 1 at the university level, I used formative assessment to support students' speaking development. In one lesson, students practiced introducing themselves and discussing daily routines in pairs. I observed their performance and provided immediate feedback on vocabulary, pronunciation, and communication. Many students knew the language but lacked confidence when speaking. After receiving feedback and additional practice opportunities, they participated more actively and improved their fluency. The assessment results also helped me adjust my teaching by including more speaking and pronunciation activities. This experience showed that feedback is essential for improving both student learning and instructional decisions.

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At the end of a unit on Healthy and Unhealthy Food, I conducted a summative assessment to measure students' achievement of the learning objectives. Based on these results, I planned review activities and speaking practice for future lessons. This assessment helped me evaluate student learning, assign final grades for the unit, and reflect on the effectiveness of my teaching strategies.

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At the end of a unit on Healthy and Unhealthy Food, I conducted a summative assessment to measure students' achievement of the learning objectives. Based on these results, I planned review activities and speaking practice for future lessons. This assessment helped me evaluate student learning, assign final grades for the unit, and reflect on the effectiveness of my teaching strategies.

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During an English lesson, I asked students to write sentences using the simple past tense. I noticed that many students had problems with irregular verbs, so I gave feedback and explained some examples. After that, students corrected their mistakes. This experience showed me that formative assessment helps students learn and helps teachers improve their instruction.

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During an English lesson, I asked students to write sentences using the simple past tense. I noticed that many students had problems with irregular verbs, so I gave feedback and explained some examples. After that, students corrected their mistakes. This experience showed me that formative assessment helps students learn and helps teachers improve their instruction.

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I had a nice experience while teaching the students about emotions, i made a relationship between emotions and vocabulary like professions and as a result many of them had to draw a professional expressing a different emotion and during the feedback they realized that many emotions can be simmilar but at the same time different when we put it in context, so to show them a proper difference among some emotions I showed them in the real life how they look like making some gestures.

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As a primary English teacher, I use formative assessment regularly to monitor my students’ progress and adjust my teaching. For example, during a reading lesson, I observed that some students had difficulty identifying the main idea of a text. Through class discussions, questioning, and exit tickets, I gathered evidence of their understanding. Based on this feedback, I planned additional guided reading activities and visual support strategies. 

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As a primary English teacher, I use formative assessment regularly to monitor my students’ progress and adjust my teaching. For example, during a reading lesson, I observed that some students had difficulty identifying the main idea of a text. Through class discussions, questioning, and exit tickets, I gathered evidence of their understanding. Based on this feedback, I planned additional guided reading activities and visual support strategies. 

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During an A1 English lesson about the Simple Past, students learned how to talk about activities they did yesterday. To check their understanding, I used a True or False activity and asked students to identify correct and incorrect sentences. I noticed that some students had difficulty using past tense verbs correctly. I provided immediate feedback by correcting examples and modeling the right forms. After additional practice, students showed improvement and were able to use the Simple Past more accurately. Based on the feedback, I included extra practice before moving on to the next topic. This formative assessment helped me monitor learning and adjust my teaching to meet students' needs.

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In one of my English classes, I used formative assessment by asking students to complete a short speaking activity in pairs. While they were speaking, I observed their performance and took notes on their strengths and areas for improvement. After the activity, I gave clear and positive feedback, focusing on pronunciation and the correct use of simple sentences. Based on their responses, I adjusted my next lesson to include more speaking practice and vocabulary review. This continuous feedback helped students feel more confident and improved their participation and learning.

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When I taught my students colors, I showed children different objects and asked them to name the colors in English. During the activity, I noticed that some students confused "blue" and "green." I gave extra examples and practiced the words with the whole class. This helped me check their understanding and improve their learning immediately.