Asmara

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

Taking charge of our own learning requires effort and willingness.

Asmara

Masooma Irfan

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

Masooma Irfan

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

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

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

Hina Imran

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

Hira Nauman

Feedback:

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

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

Shairoz Anis

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

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

Ayesha Hasan

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

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

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

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

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

Batool Zehra

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

Activating students as learning resources for one another.

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

Amber Tauseef

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

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

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

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

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