Progressive Assessment Process

One of the critical steps in the assessment process for progressive learning is to explore the students thinking before concluding that the student ‘understood’ because very often it is observed that there is an offset in what children ‘understand’ when compared to the lesson objective designed by the teacher. Thus exploring the assessment strategies and getting it aligned with the efforts from teachers have proven that ‘assessment is the bridge between teaching and learning’. (William 2005, p.22).

Assessment plays an important tool for all teachers, students and parents. The continuous forms of assessment gives the idea to teachers that which strategy and approach could be effective for which cluster of students so that the objectives are

Black is of the opinion that assessment for learning occurs several times in every lesson therefore it is an “integral and intimate part of a teacher’s daily work” (P.J. Black 2003, p.2)

Another formative key strategy, to assess the basic knowledge of students in the numeracy class for Grade 2 was the usage of fan cards. Students used fan cards to answer questions posed verbally by the teacher like multiples of 2. Pupils worked out the answer mentally, then hold up the number they have worked out (appendix 5.3). Fan cards were also used by the teacher to revise number knowledge and practice number strategies. This approach served the purpose of the teacher to identify which students have a certain understanding and which do not. Experienced teachers thus use the number fans and probing diagnostic questions to group their class for instruction rather than set and mark tests.

(http://nzmaths.co.nz/node/1639)

The different answers identify what students did and didn’t understand. The teacher collects the students with different answers in a separate group (appendix 5.4). The teacher provides the feedback on each different answer and gives clear understanding in improving their learning. Formative assessment and learning activities are directly linked; neither can function effectively or purposefully without the other. The above examples clearly reflects that the assessment is not merely done to students, rather it is done for students to be guided and thus enhance their

For example, if a teacher observed that some students do not grasp a concept, the teacher had the instant flexibility to redesign the activity or use a different instructional strategy, like creating extension tasks for higher ability students. Similarly, students were able to monitor their own progress with periodic tests and performance tasks. The results of formative assessments can be used to modify and validate the