Did the formative assessment tasks help students master what they were expected to learn?
Yes, it helped us understand what we needed to learn and allowed the teacher to see which parts we struggled with. This way, lessons and support could be adjusted to help us improve.

Was students’ response to formative assessment exercises favorable or unfavorable? Why?
We believe it was favorable because these assessments gave us regular feedback on how we were doing. This helped us see our progress and motivated us to do better.

Did the conduct of formative assessment and self-assessment affect students’ attainment of learning outcomes? How?
Yes, it helped us by showing where we stood compared to the learning goals. Through self-assessment, we could reflect on what we learned, see our progress, and work on areas that needed improvement.

What was the effect of students assessing their own progress on their motivation to learn?
It motivated us to do better. By setting goals, checking our progress, and thinking about how to improve, we felt more in control of our learning. This made us work harder and perform better over time.

If there were no formative or self-assessments, we wouldn’t be able to monitor our learning or see if we were meeting the objectives. Without them, it would be hard to check if we truly understood the lessons. We also wouldn’t know what areas we need to improve or what worked well that could use feedback from the teacher. Simply put, assessments help us see what we’ve learned, how well we’ve learned it, and where we’re struggling. Without them, learning progress would be unclear. 

One thing that went well in the development/use/administration of formative assessment tasks:
One good thing was that most of us received passing grades, and some even got perfect scores. This showed that we understood the lessons and met the learning objectives.

One thing that did not go well in the development/use/administration of formative assessment tasks:
It took a lot of time for teachers to plan and check our progress regularly. Some quizzes or instructions were reused, but not every class learns the same way, so adjustments were needed.

One good thing observed in students’ self-assessment:
Self-assessment helped us track our progress, especially in areas we needed to improve. It also encouraged us to reflect on our learning and take responsibility without feeling pressured by peers.

One thing in students’ self-assessment that needs improvement:
Self-assessment can be subjective because some of us might not be honest or might overestimate our performance. It can also take up a lot of time to complete.

The formative assessment activities went well because
The activities helped us achieve our learning objectives and track our progress. They provided feedback for both us and the teacher to improve learning. We also participated actively in quizzes, classwork, homework, and creating concept maps.

The formative assessment activities process did not go well because
Overall, the process went well because we understood the activities were for our benefit. However, some tasks that tested our understanding took more time than we had, especially when class time was almost over.

For the students, self-assessment worked because
Self-assessment helped us stay in our learning zone, where we could improve without feeling frustrated. It showed gaps in our knowledge and helped us reflect on what was good or needed improvement in our work.

For the students, self-assessment did not work because
Some of us weren’t sincere and over-evaluated our performance, while others did it just to submit and didn’t take it seriously.

ACT
To make sure formative and self-assessments help us learn, we will research best practices for using them in both in-person and virtual classes and explore effective teaching methods and strategies.

PLAN
We plan to study the effects of formative and self-assessment on academic achievement, attitudes toward lessons, and self-regulation skills through action research.

A

C

B

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A