ASSESSMENT FOR LEARNING : ASSESSMENT FOR LEARNING PRINCIPLE SUGGESTED STRATEGY / TOOL Improving Quality of Questions / Quality of Talk Ask the audience Increase thinking time Mini–whiteboards No hands up Think-pair-share Wrong answers collected and used Formative Feedback Exploring wrong answers Peer marking Two stars and a wish Traffic lighting Peer and Self-Assessment Student to student dialogue Peer marking Self-marking Traffic lighting / Thumbs up, thumbs
Transcript
ASSESSMENT FOR LEARNING :ASSESSMENT FOR LEARNING
PRINCIPLESUGGESTED STRATEGY / TOOL
Improving Quality of Questions / Quality of Talk
Ask the audience Increase thinking time Mini–whiteboards No hands up Think-pair-share Wrong answers collected and used
Formative Feedback Exploring wrong answers Peer marking Two stars and a wish Traffic lighting
Peer and Self-Assessment Student to student dialogue Peer marking Self-marking Traffic lighting / Thumbs up, thumbs down
I think I have
achieved
The Lesson
Objective.
I’m not sure if I have achieved the Lesson Objective, or not ? Please could you check
I haven’t achieved the Lesson Objective – yet!
The ‘Traffic Lights’ are for classroom display and help reinforce the need to self assess.
At the end of each lesson, the student can colour in the appropriate light.
AfL Traffic Lights :
SELF ASSESSMENT / FORMATIVE FEEDBACK
SELF ASSESSMENT / FORMATIVE FEEDBACK
AfL Traffic Lights :
RED - did not understand and found this difficult.
AMBER - understood some of it but still not confident.
GREEN - understood this and is confident.
SELF ASSESSMENT / FORMATIVE FEEDBACK
AfL Traffic Lights :
How to use the traffic light paper cups :
Best practice would be for cups to be left on the desk so the student is more confident about displaying their progress to the teacher.
This encourages learners to express difficulties while the lesson is in progress.
With the 3 coloured paper cups on the student’s desk, they can be used in variety ways : to rate existing knowledge to show understanding to indicate responses to questions to seek clarification to rate achievement to ask a question
AfL Traffic Lights :
‘Greens’ can be paired with ‘Ambers’ to provide peer support.
Teachers can work with ‘reds’.
‘Greens’ can be given extension work where appropriate.
Students could use this as part of the process of self-evaluating their own learning.
[SELF ASSESSMENT]
SELF ASSESSMENT / FORMATIVE FEEDBACK
AfL Traffic Lights :
SELF ASSESSMENT / FORMATIVE FEEDBACK
AfL Traffic Lights :
Thumbs :
Student show thumbs to show their understanding of a particular topic or question.
Thumbs up - “ I understand ”
Thumbs down - “ I do not understand ”
Thumbs horizontal - “ I think so, but I’m not too sure “
This will give you a quick glance to check your classes understanding.
SELF ASSESSMENT / FORMATIVE FEEDBACK
PEER MARKING
PEER-ASSESSMENT / FORMATIVE FEEDBACK
Students mark or comment on others’ work.
Can be very effective after group or individual presentations, especially if the success criteria are clear and have been discussed before the work begins.
TWO STARS and A WISH :
This method focuses on the content of the student’s work. Reflect the learning intentions.
Two Stars : 2 positive aspects of the student’s work
A Wish : Something you ‘wish’ the child to improve on.
This will allow the children to focus on one aspect of their work at a time and reflect on previous work.
FORMATIVE FEEDBACK
Highlight Marking :
The teacher highlights where the student has performed well against the learning intentions.
This method could also be used in a similar style to Two Stars and A Wish, where two positive aspect are highlighted in one colour and a third is highlighted in another colour as an area for improvement.
JIGSAWING :
1 23
4
1 23
4
1 23
4
1 23
4
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
In groups, student are given numbers 1 – 4. They are then asked to work with other student of the same number.
In their numbered groups, student research a particular topic and once the research task is complete, the children form their original groups again.
Each student then reports their findings to their group, teaching what they have learned to others.
original groups
Numbered groups
ASK THE AUDIENCE
If a student is asked to answer a question and appears to be struggling, the teacher can suggest ‘asking the audience’ or nominating a helper.
This can take pressure away from a student who might otherwise feel stressed, but allows the teacher to feel more confident about involving all students in answering questions.
IMPROVING THE QUALITY OF QUESTIONS
WAITING TIME :
Before giving their answer to a question, students are given time to think about their answer.
This gives them the opportunity to think about their answer instead of giving the first answer that comes to their head.
It also gives the less confident student greater opportunity to participate.
Other methods of this include :
Note time – the student are given time to note down a response before answering.
Talking time – the student discuss their answer with their partner . This method can be used to encourage less confident children to express their views and gives more confident student time to listen to the views of others.
IMPROVING QUALITY OF QUESTIONS / QUALITY OF TALK / FORMATIVE FEEDBACK
No No
Develop your own questioning style but not saying “no” to an incorrect answer. Use phrases such as : “ What makes you think that ? “ “ What evidence shows this ? “ “ Can you tell me more about your answer ? “
This may allow the student to break down their answer and relate it to the knowledge they have previously learned, understanding where they have gone wrong. If the student is still not understanding after a few questions they may need another explanation or ask another student to help them.
Students are posed a question. Given time to think individually ; then time to discuss ideas with a partner; and finally the pair share their ideas with a large group or the rest of the class.
This helps to extend thinking time, and allows students to develop more sophisticated answers.
This strategy also supports reluctant / students with low self confidence to actively contribute.
THINK-PAIR-SHARE
IMPROVING QUALITY OF QUESTIONS / QUALITY OF TALK / FORMATIVE FEEDBACK
Think-Pair-Share My Partner’s Thoughts strategy is used to encourage reflection during a classroom activity. It is a great way to check for understanding.
During the "think" stage, the teacher tells students to ponder a question or problem. This allows for wait time and helps students control the urge to impulsively shout out the first answer that comes to mind.
Next, individuals are paired up and discuss their answer or solution to the problem. Students know they will have to share their partner’s thoughts, rather than their own, so they will listen more intently during the discussion.
The teacher can use this activity as a formative assessment by listening to the conversations of each pair of students.
THINK-PAIR-SHARE MY PARTNER’S THOUGHTS STRATEGY
FORMATIVE FEEDBACK
NO HANDS
No hands is when the student do not put their hand up to answer a question, the teacher chooses a student.
This gives all the students a chance to take part in discussions and not just the student with their hand up all the time. This works best if the children are given adequate thinking time before being asked to answer.
It will take time for the student to adjust to this as it is natural for them to put their hand up.
DEVELOP THINKING
3Things I Learned Today …
2Things I Found Interesting …
1Question I Still Have …
SELF ASSESSMENT / FORMATIVE FEEDBACK
EXIT SLIP
MINI - WHITEBOARDS
QUESTIONING / FORMATIVE FEEDBACK
Mini write on / wipe off whiteboards
Either as individuals or as groups so that learners can display their answers.
write the confident answer
Write their doubt
Laminated A4 Card
This lowers any stress students feel about getting the answer wrong
Sumber : SK Tabuan
QUESTIONING / FORMATIVE FEEDBACK
WRONG ANSWERS COLLECTED AND USED
Wrong answers are interesting in that they allow us to identify and challenge a student’s misconceptions.
In a lesson where every student gets every question right, is anyone learning ?
We need to develop an atmosphere in which wrong answers are valued as a significant contribution to the learning of the class.
Having a store of typical and useful wrong answers can be a powerful learning strategy.
Example :“Countries in Africa are poor because of the climate.”
The teacher can present the wrong answer and ask :
“ Is this answer incorrect ? ““ How do you know it is likely to be incorrect ? ” “ How could it be corrected / improved ? ” Etc.
