1) The document discusses the author's journal on assessment and reporting which focuses on topics like the Balanced Assessment System (BAS) and formative and summative assessment. 2) BAS refers to using formative and summative assessment to understand if students are learning and improving. It focuses on strengths and weaknesses to fit individual student needs. 3) Formative and summative assessment in BAS should consider students' needs, design instruction, share learning targets, provide feedback, and guide student progress.

1. Assessment & Reporting
Lucía C C
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The main aim of this journal is to keep a record of my thoughts, notes,
reflections and questions about this subject, and some implementation activities related
to this subject that I have carried out in my classes. All the information we can find in
this journal is connected, however I have decided to classify them by topics.
 Balanced Assessment System.
Balanced Assessment System (B.A.S.) refers to the strategy of using formative
and summative assessment and the benchmarks to know if students are or not learning
and improving. It is really useful to address immediate students’ needs, informs ongoing
instructional adjustments, and guides long-term educational improvement. B.A.S.
focuses on both strengths and weaknesses and, because of that, a variety of assessment
types are carried out to fit each student we have in the class.
 Formative and summative assessment in B.A.S.
In order to get the best formative and summative assessment in B.A.S. it is
important to take into account some steps, they are as follows:
1. Think about the students’ needs and interests.
2. Design the instruction.
3. Let students know the learning target.
4. Give feedback to the students.
5. Guide and take care of the students’ progress.
6. Reflect on their progress and make them do it.
On the other hand, it is also relevant to determine the level of the students
achievement after having studied a topic, or after the term, etc.
 The Seven Strategies (7S).
1. Provide students with a clear and understandable vision of the
learning target. Let them know what they are learning and why they are
doing it. It is important to use a clear language that should be

2. Assessment & Reporting
Lucía C C
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understandable for them. It the learning targets are not understandable for
them, teachers should have to modify them.
2. Use examples and models of strong and weak work. Show them how
to improve their work without comparing it with their partners’ work in
order not to confront them.
3. Offer regular descriptive feedback. Every student is different so their
feedbacks should be also different. Teachers have to give personal
feedback in which students are able to see their own errors and how to
face them in order to get a better learning.
4. Teach students to self-assess and set goals. Students should be able to
recognize strengths and weaknesses in their works and their partners’
work. By this way, it will be easier for them to know what they are asked
for.
5. Design quality lessons to focus on one learning target or aspect of
quality at a time. Scaffolding it really important and because of that it
should be taken into account.
6. Teach students focused revision.
7. Engage students in self-reflection, and let them keep track of and
share their learning. Self-reflection is a relevant key because it makes
students think about their strengths and weaknesses and it helps them to
have success by improving them.