{"id":5294,"date":"2025-03-13T14:07:59","date_gmt":"2025-03-13T14:07:59","guid":{"rendered":"https:\/\/erasmustrainingcourses.com\/improving-classroom-assessment-for-better-learning.html"},"modified":"2026-10-04T14:53:57","modified_gmt":"2026-10-04T14:53:57","slug":"improving-classroom-assessment-for-better-learning","status":"publish","type":"post","link":"https:\/\/erasmustrainingcourses.com\/bg\/blog\/improving-classroom-assessment-for-better-learning","title":{"rendered":"Improving classroom assessment for better learning"},"content":{"rendered":"
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\u200b\u0424\u043e\u0440\u043c\u0438\u0440\u0430\u0449\u043e \u043e\u0446\u0435\u043d\u044f\u0432\u0430\u043d\u0435<\/strong> is a powerful teaching tool that supports learning at every stage, from activating prior knowledge to tracking progress and guiding students along their learning journey. Our program, blending theory with practical activities, helps educators enhance their awareness of student understanding through easy and effective assessment and feedback strategies.
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\u041d\u043e\u0432\u043e\u0442\u043e \u0438\u0437\u0434\u0430\u043d\u0438\u0435 \u043d\u0430 \u043a\u0443\u0440\u0441\u0430 \u201c\u0415\u0444\u0435\u043a\u0442\u0438\u0432\u043d\u043e \u0444\u043e\u0440\u043c\u0438\u0440\u0430\u0449\u043e \u043e\u0446\u0435\u043d\u044f\u0432\u0430\u043d\u0435 \u0438 \u0443\u043f\u0440\u0430\u0432\u043b\u0435\u043d\u0438\u0435 \u043d\u0430 \u043e\u0431\u0440\u0430\u0442\u043d\u0430\u0442\u0430 \u0432\u0440\u044a\u0437\u043a\u0430 \u0432 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e<\/strong>\u200b\u201d took place in Tenerife from 05\/05\/2024 to 11\/05\/2024. The participants came from all across Europe with Veneta Mihaylova, Kaloyana Genovska, Daniela Stoyanova and Daniela Ivanova from Bacho Kiro Primary School<\/strong> in Bulgaria, Nikola Sterbova, from ZS Smart<\/strong> in the Czech Republic, Veerle De Cock from Sint-Franciscusinstituut Melle<\/strong> in Belgium, Helga Ingibj\u00f6rg \u00a0Gunnarsd\u00f3ttir, Sigr\u00fan \u00deorsteinsd\u00f3ttir, \u00deorger\u00f0ur Edith Hafsteinsd\u00f3ttir, and Gu\u00f0n\u00fd Margr\u00e9t Bjarnad\u00f3ttir from Nessk\u00f3li<\/strong> in Iceland, Elke Brouwer de Koning and\u00a0 Jennigje Leussink from Lorentz Lyceum<\/strong> in The Netherlands,Kristina Angelis-Harmening from \u0413\u0438\u043c\u043d\u0430\u0437\u0438\u044f Schlo\u00df Holte-Stukenbrock<\/strong> in Germany\u00a0 and Stefano Giovannini from Liceo Artistico “Modigliani”<\/strong> \u0432 \u0418\u0442\u0430\u043b\u0438\u044f.<\/p>\n

To begin the course, participants delved into their prior knowledge of formative assessment. They shared their thoughts and set learning intentions for the week using KWL charts and digital tools<\/strong>. Exploring the assessment cycle was the first order of business, alongside distinguishing between formative and summative assessment.<\/strong> Through lively group discussions and interactive quizzes, participants dissected the nuances of each assessment type, pinpointing their respective goals and characteristics. This session also served as an avenue for participants to voice any challenges, uncertainties, or queries they had regarding the topic.<\/div>\n

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\u200bDuring the session, participants explored various tools and methods for integrating formative assessment into teaching practices. Special attention was given to \u0446\u0438\u0444\u0440\u043e\u0432\u0438 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442\u0438<\/strong> that enable real-time monitoring of student progress and comprehension, as well as the implementation of entry and exit tickets<\/strong> to engage students and encourage reflection on their learning experiences.
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Exploring feedback,<\/strong> a key element of formative assessment, became the focus of the week. Participants engaged in group discussions and role-play scenarios to decipher effective feedback practices – what works, what doesn’t. Together they forged protocols for giving constructive feedback and adopted a receptive attitude to receiving it. Through a thought-provoking challenge, participants reflected on the essence of fostering a growth mindset<\/strong> in the classroom, transforming feedback from mere criticism to a catalyst for personal growth and empathy.
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In addition to teacher feedback, the importance of promoting peer learning opportunities was highlighted. Participants explored practical strategies for promoting effective peer learning and feedback mechanisms<\/strong>. We looked more closely at cooperation <\/strong>and how to encourage \u0440\u0430\u0431\u043e\u0442\u0430 \u0432 \u0435\u043a\u0438\u043f<\/strong> among students. They also shared valuable insights and personal experiences on the use of rubrics<\/strong>, highlighting their key role in empowering students to drive their own learning and creating a supportive atmosphere for peer assessment.
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The course ended with an exploration of \u0441\u0430\u043c\u043e\u043e\u0446\u0435\u043d\u043a\u0430<\/strong>, with the aim of enhancing both students’ and teachers’ capacity for self-evaluation<\/strong>. Recognising the power of self-awareness and self-motivation in promoting student engagement and teacher effectiveness, participants engaged in reflective exercises. Throughout the training week, they reflected on their experiences and considered future goals and intentions for the effective application of their newly acquired knowledge.
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Discover more about this course at https:\/\/erasmustrainingcourses.com\/formative-assessment<\/a>
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\u200bFormative assessment is a powerful teaching tool that supports learning at every stage, from activating prior knowledge to tracking progress and guiding students along their learning journey. Our program, blending theory with practical activities, helps educators enhance their awareness of student understanding through easy and effective assessment and feedback strategies.\u00a0The new edition of the course… Read More »Improving classroom assessment for better learning<\/span><\/a><\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","neve_meta_reading_time":"","_themeisle_gutenberg_block_has_review":false,"footnotes":""},"categories":[60],"tags":[],"class_list":["post-5294","post","type-post","status-publish","format-standard","hentry","category-course-stories"],"_links":{"self":[{"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/posts\/5294","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/comments?post=5294"}],"version-history":[{"count":1,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/posts\/5294\/revisions"}],"predecessor-version":[{"id":12432,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/posts\/5294\/revisions\/12432"}],"wp:attachment":[{"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/media?parent=5294"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/categories?post=5294"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/erasmustrainingcourses.com\/bg\/wp-json\/wp\/v2\/tags?post=5294"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}