"During the lessons, your students are either very passive in learning or active in doing things unrelated to learning."

Firstly, selecting those assessment methods which are susceptible to learning can be considered. students who feel bored about learning is because they may think learning is useless and may not contribute to their personal growth. For teachers or student-teachers like us, we know that learning in education is definitely an irreplaceable part in a child's growth. Therefore, we need to implement assessment as learning in our class. Assessment does not necessary the use of traditional paper-and-pencil test. We can consider using e-portfolio, project, experiments which can stimulate students' interest. In particular projects can help with the students' ability of co-operation and teamwork. Berry (2008) also mentions it can allow a deeper understanding of students' learning in different perspectives. For example, we as an English 
language teacher, we may ask our students to conduct a small survey related to English in their daily life. Not only can teachers know the ability of their students, but also students can improve their range of vocabulary and other aspects of English. Optimistically, they will have a significant improvement in their English academic result.

Moreover, in order to sustain the aforementioned strategy, we may consider adopting other strategy which is assessing students continuously throughout the learning processes. For a project, it may be a short-term assessment, in order to help our students in learning their interest in learning. Assessment has to be continuously progressed. As mentioned, students can be given a series of smaller and appropriately valued assessment tasks in their whole semester. We can increase the difficulty after a period of time and they know that they can have a challenge to defeat after completing one task. Students will not feel bored and feel more interested in learning. We as a encouraging student can provide positive feedback to our students as well as encouragement along the way. Students can know what they can improve and enhance and we can also get to know deeper about our students' ability.

Furthermore, students can also have the part in the assessment process. Students uncertainly want to take part as a role of teacher. Students may want to give feedback to other students and therefore, assessment does not have to be conducted solely by the teachers. As said by Berry (2008), it should not be. For their own project, they can make judgement about their own work and see what improvement they can make. They can also monitor their own progress and give goals to themselves because they are also the one who judges their work. If they can construct a good ability in giving a self-assessment and peer assessment exercises, they can have the potential to provide valuable learning experiences and encourage lifelong learning. Students can also critically think of different issues happened around them and in the world when they grow up. It does not need to be complicated for peer-assessment or self-assessment. For example, a simple checklist is already enough for students to judge themselves and have some improvement as well as they can be a little teacher to give positive feedback to their peers.

Last but not least, we need to analyse and report students; results. After a semester, students will have a good progress if the above strategies have adopted. We have a clearer understanding about our students so that we need to analyse our students' results in order to improve our curriculum and assessment. Teachers may set the marking criteria and curriculum with their own hypothesis and prediction. After a semester, teachers can improve their own teaching style and strategy in order to suit students' learning. Education is student-cantered because we need to consider our student first. Undoubtedly, if students have a good progress or excellent work, his achievement and the effort has to be shown by giving a recognition or prize. Students will know that their works worth and their efforts have paid off. It further enhances our students' learning. Also as mentioned by Berry, it give teachers a better opportunity to communicate with patrons those essential matters regarding their student and his or her learning.

1. Based on the 3rd principle, we should select assessment methods that are susceptible to our learning. We can add interviews, performances and experiments in to our teaching progress, or use some concept maps to help students’ learning. For example, we can design a group discussion that requires everyone to contribute to or engage in, and then ask everyone in the class to come to the stage sharing their learning outcomes. In this way, we can help students to learn from various perspectives and draw their attentions. 

2. Based on the 4th principle, we should considering drawing on joint efforts among colleagues. In order to have a better understanding of students’ learning from different perspectives, we can work together with our colleagues to find out what are the reasons behind it. For example, we can compare students’ learning condition with other students in the same class, or compare the same class of students’ performance in different classes.

3. Based on the 6th principle, we should allow students to take part in the assessment process. If we have students themselves contribute towards their own learning through assessing themselves and their peers, they would regard themselves as an insider when it comes to assessment and learning matters. Maybe we can have students choose the assessment’s modes and methods that they are more comfortable with.Therefore, students can easily become highly motivated.

4. Based on the 7th principle, we should use assessment to uncover students’ learning. Timely check can make the teacher know more about the student's knowledge weakness and know what the students really need. Through the assessment, we can discover what sort of learning have been achieved and what learning is still to be attained, so that we can find out what students really need and design a more targeted teaching plan to grasp students’ attention. 

5. Based on the 8th principle, we should make marking criteria accessible for students. It can help students know their own achievements and understand their own deficiencies in order to follow the targeted learning. Only if students know what the goals of the learning program and how they are expected to demonstrate the mastery of those goals clearly, can they devote themselves to work on it and have passions.

6. Based on the 9th principle, we should provide feedback to facilitate students’ learning. We can guide students in their learning and provide appropriate advice. Through providing students with timely and comprehensive feedback, we can help students get the result for promoting students’ learning. In this way, students can develop a more targeted and detailed study plan, so that they will focus more on study.

Solutions that based on the guiding assessment principles to improve the situation:

To start with, teachers can use multidimensional assessment methods such as portfolios and group projects to help improve the situation. Group project, for instance, is a motivating and engaging alternative assessment strategy which enables students to deeply explore a particular topic with their learning peers. This form of assessment allows teachers to evaluate whether or not their students are capable and correctly apply the knowledge that has been imparted during lessons into their work. This assessment method, in other words, can reflect teachers' educational effectiveness and students' academic progress. Teachers can know the extent to which their students are attaining the intended learning outcomes. Most importantly, group projects allow interactions among learning peers. Their discussions / exchange of information about the assessment not only enrich their understanding on the subject areas, but also stimulate their interests in learning. Students would not be passive and show lack of enthusiasm in class anymore. Generic skills, like communication and collaboration skills, can even be fostered through this assessment method. This can help reach the goal of integrating generic skills into everyday lessons.

Besides, teachers should assess students continuously throughout the learning processes. One of the possible reasons that students do not concentrate in class and do things unrelated to learning is that they cannot keep up with teachers' instructional paces. They are unable to understand the content and experiences senses of incompetence. They, at last, decide to give up themselves nor be attentive. Teachers, in response to this situation, should progressively assess students' learning. Berry (2008) mentioned that continuous assessment throughout a term can help monitor whether or not students are satisfactorily proceed towards the ultimate intended learning goals. This strategy provides teachers with opportunities to give feedback on students' performance for their further intellectual pursuit. Also, teachers can identify the poorly-performed students and give them assistance as quick as possible. This helps reduce the likelihood of occurrence of their serious learning difficulties and misbehavior during lessons. The form of conducting this continuous assessment is very simple, according to Berry (2008). A series of small-scale, appropriately valued tasks to confirm students' understanding about the newly taught skills. Besides, this assessment should be arranged at weekly intervals so that students and teachers would not feel too exhausted.