I want to get as my mentor
Because she has more experience in Cambridge curriculum
She my cordinator too
And most I like in her she is very helpful to the team.

I need a Mentor.

Thank you.

This is susmitha, as iam a newly joined teacher in geetanjali primary school , in our school we follow xseed teaching pattern so there we don't have any Cambridge trained teacher, can I choose just a experienced teacher? If it is okay to choose a experienced teacher then I will choose subhashini garu as my mentor.

1. What does Assessment for Learning (AFL) emphasize as more important than the type of assessment (formative vs. summative), and why is this distinction vital in closing the learning gap?

2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

4. What are the five key processes in Assessment for Learning, and why is each essential to students becoming active, self-regulated learners?

"Dear Ma'am,

I need a mentor,

I'm based in KPHB Colony.

Thank you for considering my request."

I need a mentor too. I have recently relocated to Hyderabad and currently not working. My current location is Himayatnagar.

Dear Sudha Ma’am and Anuradha Ma'am,

I would like to choose Ms. Lavanya K, from Pallavi International School, Bachupally, where she is working as a Grade 6 Class Teacher and Social Facilitator, as my mentor.

She holds MBA, MCom, and B. Ed qualifications, with 3 years of teaching experience and 10 years in investment banking.

Her achievements include achieving the highest score in college with SST(B.Ed) as a major and securing a distinction in CICTL.

She is an enthusiastic and passionate learner who constantly updates herself with new advancements in the system.”

I would like to choose Ms. Lavanya as my mentor as she provides meticulous guidance and has strong expertise in technology. Her recent distinction in CICTL reflects her dedication, making her an excellent mentor to help me gain valuable skills from this course.

Kindly suggest if this is appropriate

Thank you.

I request you to please provide a mentor

• AFL emphasizes the purpose of assessment—to support learning—rather than whether it is formative or summative. The focus is on using evidence of learning to guide teaching and help students progress.

  This distinction is vital because closing the learning gap requires feedback and strategies that directly improve learning, not just measuring what has been learned. By prioritizing purpose, AfL ensures assessment is a tool for progress, not simply a record of achievement.

  
  

  2) 2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

  Answer:

  Hattie’s research shows feedback is among the most powerful influences on student learning, but its impact depends on how it is given.

  Feedback works best when:

  It is timely, specific, and task-focused rather than vague or personal.

  It clearly tells students where they are, where they need to go, and how to get there.

  
  

  3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

  Answer:

  Pitfalls of ego-focused feedback:

  Shifts focus to the learner’s self-worth (“You’re smart”) instead of the work.

  Can cause anxiety, defensiveness.

  Doesn’t give guidance on how to improve.

  Advantages of task-focused feedback:

  Directs attention to the quality of the work and next steps.

  Provides clear strategies for improvement (“Your argument is strong, but you need more evidence”).

  Builds growth mindset, and continuous improvement.

  encourages learners to take action, rather than simply judge performance.

  
  

  4. What are the five key processes in Assessment for Learning, and why is each essential to students becoming active, self-regulated learners?

  Answer:

  The five key processes are:

  1. Questioning – helps diagnose current understanding and misconceptions.

  2. Feedback – provides guidance for improvement, keeping learners moving forward.

  3. Clarifying success criteria – ensures students know what quality work looks like.

  4. Self-assessment – enables learners to reflect on their progress and take ownership.

  5. Peer assessment – allows students to learn collaboratively, give constructive input, and view learning from different perspectives.

  Why essential: Together, these processes foster metacognition, independence, and responsibility, helping students become active, self-regulated learners who can monitor and drive their own progress.

  
  

  
  

Answer: Yes the questions were very good mam. I felt they were reliable and valid. The questions were posed to understand the concept of Assessment.

There was a question were options were given to identify which are the type of assessment and all the options were correct but in different context and we had only option to select. , selecting multiple options was not allowed. for that question there was no fairness ,according to me.

There was one more question asked where assessment methods were to be ranked.

Anuradha mam and Sudha mam kindly enlighten me on this if I have understood the concept or not.

Assessment for Learning (AfL) emphasizes the ongoing process of providing timely, constructive feedback and guiding adjustments to the learning process, rather than just the type of assessment itself.

AfL prioritizes "assessment as learning" (formative assessment) over "assessment of learning" (summative assessment). The core purpose is to provide immediate, interactive, and constructive feedback that students can use to improve their learning while they are still engaged in the process.

It plays a very important key role in closing the learning gaps by

real time adjustments,tailored instruction,helps the learner to become more active responsible for their own learning and also by providing constructive feedback learner can build confidence.

2. According to John Hattie’s research, how effective is feedback as an influence on student learning, and under what circumstances does it work best?

According to John Hattie's Visible Learning research, feedback is a highly effective influence on student learning,It works best when it's personalized, timely, and helps students understand the "gap" between their current performance and their goals, providing actionable steps for improvement.

it works best when we give effective feed back on their personalized work,timely Feedback is most valuable when it's corrective and provides specific information about what the student did well, what they didn't, and what they should do to improve next. 

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

Ego-focused feedback can demotivate students, hinder their belief in their ability to improve, and lead to a defensive reaction instead of a learning one, while task-focused feedback promotes growth by being specific, action-oriented, and connected to clear learning goals, helping students.

Pitfalls of Ego-Focused Feedback:

Demotivation,defensiveness,lack of clarity,learner looses self efficacy.

Task cenetered feed back:

learners will gain self confidence,shows zeal to learn more,it provides self efficacy.

4. what are the five key processess in assessment for learning ,and why is each essential to students becoming active ,self -regulated learners?

clarifying learning intentions, effective classroom discussion, providing feedback, activating learners as resources for each other, and activating learners as owners of their learning.

It helps in planning and to set goals.

use stratagies and to monitor performance.

helps to reflect and adapt.

Assessment for learning emphasizes the purpose and use of assessment more than the type, whether formative or summative. What matters most is how the results are used to guide teaching, give feedback, and help students improve.

The distinction is vital because it helps teachers focus on using assessment results to support learning. When results are used to give feedback and plan teaching, students understand their mistakes, improve their skills, and close the learning gap.

2.According to John's Hattie research how effective is feedback as an influence on student learning under what circumstances does it work best.

According to John Hattie’s Visible Learning research, feedback is one of the most powerful influences on student learning, with a very high effect.

It works best when:

1. Feedback is clear, specific, and focused on the task (not just praise like “good job”).

2. It tells the student what they did well, what needs improvement, and how to improve.

3. It is timely, given soon after the task.

4. It is actionable, so the student can use it to move forward.

5. It focuses more on learning and strategies rather than on the student personally.

What are the five key processes is Assessment for learning and why is each essential to students becoming active self regulated learners ?

Five key processes of AFL

1.Questioning - Finding out where learners are

2.Feedback -Giving Guidance on how to improve.

3.Clarifying Sucess Criteria -showing learners what good work looks like.

4.Peer and Self-assessment - Learners become assessors of their own and other's work.

5.Using Summative Assessment Formatively - applying results to plan next steps.

4.What are the potential pitfalls of providing ego focused feedback instead of task focused feedback and how can task centred comments more effectively support student growth?

Potential pitfalls of ego-focused feedback:

Complacency: Students may stop putting in effort after receiving repeated praise.

Fear of failure or taking risks: Students may avoid challenges to protect their self-image.

Low-achieving students feeling discouraged or powerless: Negative ego-based comments can lower motivation and confidence.

How task-centred comments support student growth:

They give specific guidance on what is done well and what needs improvement.

They are linked to clear learning goals and criteria.

They help students see next steps and how to improve their work.

They build confidence and motivation by focusing on progress, not ability.

They encourage a growth mindset and willingness to take risks.

They ensure fairness, as every student gets actionable feedback.

1. What does AFL emphasize as more important than the type of assessment (formative vs summative) and why is this distinction vital in closing the learning gap?

Assessment for Learning (AFL) emphasizes the quality and use of feedback rather than whether the assessment is formative or summative. What matters most is how assessment information is applied to guide improvement. This distinction is vital because it shifts the purpose of assessment from simply measuring performance to closing learning gaps, nurturing curiosity, and supporting student growth.

2. According to John Hattie, how effective is feedback as an influence for student learning and under what circumstances does it work best?

Hattie (2009) identifies feedback as one of the most powerful influences on student achievement, with an average effect size of 0.73, well above the hinge point of 0.40 that represents a typical year of student growth. Feedback is most effective when it is:

• Task-focused and specific, guiding students on how to improve.

• Timely and actionable, allowing immediate application.

• Connected to self-assessment and metacognition, so students reflect, build on prior knowledge, and take ownership of their learning.

3. What are the potential pitfalls of providing ego-focused feedback instead of task-focused feedback, and how can task-centered comments more effectively support student growth?

Ego-focused feedback (e.g., “You’re smart”) can inflate confidence but does little to improve learning. It may even discourage persistence and reduce resilience when students encounter challenges. In contrast, task-focused feedback pinpoints what was done well and what needs improvement, helping students refine skills, think critically, and engage more deeply. According to Hattie (2009), such feedback has the strongest impact when it clarifies next steps for learning rather than focusing on personal traits.

4. What are the five key processes in assessment for learning, and why is each essential to students becoming active, self-regulated learners?

The five key processes in AFL are:

(i) Effective questioning – Identifies current levels of understanding, guiding next steps.
(ii) Constructive feedback – Provides actionable advice for improvement; feedback is one of the strongest drivers of progress (Hattie, 2009).
(iii) Clarifying success criteria – Helps students recognize what quality work looks like.
(iv) Peer and self-assessment – Builds metacognitive skills for planning, monitoring, and evaluating learning.
(v) Using summative assessments formatively – Transforms exams and projects into opportunities for reflection and improvement.

Together, these processes cultivate students as active, self-regulated learners capable of continuous growth.

Reference:
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.