Ocenianie kształtujące w refleksji nauczyciela edukacji wczesnoszkolnej - rozwój i zmiana w ujęciu autoetnograficznym
Formative Assessment in the Reflection of an Early Childhood Education Teacher. Development and Change in an Autoethnographic Approach

Summary/Abstract: Formative assessment is an important element of supporting students in the learning process. Students, aware of the purposefulness of the actions they take, have the opportunity to assess themselves and receive constructive feedback. The potential of using formative assessment in educational practice also applies to teachers who build reflections on areas of their practical activities. The basis for conscious development through the introduction of changes is reflective learning, understood as the ability to reflect on the actions taken, to think creatively and critically. The subject of the presented research are the reflections of a teacher of early school education on formative assessment. The presented results of autoethnographic research focus on the author’s personal experiences as a teacher who notices various benefits and challenges that her practice provides. From the teacher’s perspective, the pro-developmental nature of formative assessment in relation to students and their teachers was noticed. The presented research can be an invitation to practice reflective learning by implementing the concept of formative assessment.

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