Reflection on unit 2

 

Unit II: Formative Assessment

Studying Unit Two on formative assessment has been an eye-opening experience for me. Before this, I always thought feedback was just about pointing out mistakes or giving a grade. But now I understand that it’s much more than that. Feedback is a process that teachers use to guide and encourage students, helping them improve and grow. Realizing this has completely changed how I look at assessment and its role in teaching.

I’ve also learned that feedback comes in different forms. Qualitative feedback is helpful because it’s more personal, encouraging, and focused on deeper learning, while quantitative feedback is useful for measuring progress across many students. I also found out that how feedback is given makes a big difference. Whether it’s face-to-face, through e-feedback, or using flipped feedback, each method can affect how students respond. This showed me that when I become a teacher, I’ll need to adapt my style to fit the needs of my students, instead of sticking to just one way.

Another thing that stood out to me was the importance of self- and peer-assessment. These make learning more interactive and also encourage students to take ownership of their progress. I experienced this during group presentations when my classmates shared feedback with me. Their comments helped me see both my strengths and the areas I needed to work on, and it made me more thoughtful about how I review my own work.

One moment I remember clearly was when a friend asked me to review her assignment draft. I started by pointing out what she did well, and then suggested an extra point she could add to meet the marking criteria. She took my feedback positively and improved her work. That made me realize how much of a difference balanced and constructive feedback can make. It also helped me see that assessment isn’t about judging people—it’s about helping them grow.

The biggest lesson I’m taking away from this unit is that learning never really ends—there’s always room to improve. Feedback is what connects us to that improvement. As a future teacher, I want to create a classroom where feedback feels supportive instead of scary, where students are motivated to try new things and take risks in their learning. My goal is to give feedback that is clear, timely, and constructive so that every student has the chance to learn and succeed.

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