Reflection on your implementation of informal assessment strategies
Description I basically try to be an encourager of the learning process of my students, congratulating them for achieving something or trying. Saying this like: I know you can do it, you did a good job, well done. In the case of commenting, like in the rubric I used, I try my comments be as positive and constructive as possible. Corrections are made usually in private in order to avoid embarrassing a student. I do not usually correct much, except verb tenses sometimes or things which I see are a pattern among all of them. One such example is when many of my students were saying and writing: “ I am like reading" I corrected the overuse of "I am�. In addition, I consider showing thankfulness to the students is important. I thank them for helping me during my supervision twice. First after the class and then during another class, letting them know how I was evaluated and why. From my perspective, this is a way of modeling values for them. Interpret I consider my way of dealing with informal assessment has been correct so far. This has created a good relationship with my students who has seen me as a mentor more than an all mighty teacher. They know I will always say something positive about them while encouraging them to move forward on their learning. I will also be there when they take risks, companionship is very important from my perspective in the learning process. When a teacher through comments, corrections, and others make students keep away from her/him, I think the learning will be more difficult. As I mentioned before, thankfulness, in my opinion, is part of the assessment, because it gives the students an extra encouragement and makes them feel the start of their process. On the other side, the negative aspect of my way of doing this is not all students will be able to see you are not a friend, but the teacher. However, as time passed