During my teaching practice, I implemented various assessment strategies to gather information about each student’s learning and ensure their continuous development. When designing and adapting assessment tools, I aimed to make them clear, fair, and suited to the needs and levels of the students, promoting meaningful learning. One of the main tools I used was detailed rubrics, which I designed to assess projects and book reports.

These rubrics contained specific descriptions for each performance level, allowing me not only to evaluate objectively but also to provide clear and constructive feedback to my students. Before starting each task, I explained how the rubrics would be used, ensuring that they understood the evaluation criteria. This gave them a sense of direction and helped them work with confidence, while also encouraging self-reflection on their strengths and areas for improvement.

Additionally, I designed short tests and exams that included a variety of question types to address different learning styles and skills. These assessments included multiple-choice questions to measure basic knowledge, open-ended questions to evaluate their analytical and application skills, and practical activities that required problem-solving or content creation. When grading the exams, I compiled data that allowed me to identify trends in the group’s results, such as questions that caused greater difficulty or topics where multiple students needed reinforcement. This data also helped me analyze each student’s individual progress, highlighting their advances and areas needing attention.

This balanced and flexible approach to assessment allowed me to collect valuable data on my students’ progress. With this information, I made adjustments to my teaching, such as reinforcing topics that needed more focus or differentiating activities to support those facing greater challenges. In this way, I was able to promote the continuous development of each learner, ensuring that all had the necessary tools to reach their educational goals.

With this evidence, I demonstrate my full command of various skills integral to this competence. This includes integrating different works and activities to assess a student's learning. In this case, I observed a student and subsequently implemented various tasks aimed at helping her strengthen her writing and reading comprehension skills. To ensure effectiveness, I assessed the student's abilities beforehand to tailor the learning tools accordingly, providing different evaluation options.

To illustrate how this evidence relates to competence, it's important to highlight the significant learning acquired during the implementation of this laboratory experience. I realized that students' environments differ greatly inside and outside the classroom. By offering my student various evaluation alternatives to obtain quantitative results, I provided opportunities for them to practice their skills and abilities. This, in turn, enables better observation on my part to determine the most suitable evaluation methods for future assessments.