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.

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.

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.

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 :)

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.