Date post: | 23-Dec-2015 |
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Are these questions you have encountered?
What do I have to do to
get an A?
Do we need to know this?
Why do we have to do this piece of work?
Why don’t you tell us what you
are looking for?
(1) Motivation
Building on work done in PLC in Term 2 2014
Bothered by degree of emphasis students place on grades
Emphasize deep learning using student’s work
Empower students with skills to do so
Provide teachers with greater insight into student learning
(2) Practice: Outline (similar to PLC study)
Method: Assessment for learning
Platform: Self-assessment of timed assignment
Essentials:1. Clarify Requirements of assignment with
students2. Develop structures for justification & self-
reflection 3. Students conduct self-assessment4. Teacher responds to student’s self- assessment &
reflection
(2) Practice: Details
Topic: National Income Determination
Timed Assignment 4: 1 full Essay (a) & (b) (25m)
Focused on (b) – discussion question
Aim: Students use rubrics to assess their timed
assignment part (b) Provide justification for their choice of content
& evaluation band Reflect on their performance on part (b)
(2) Practice: Overview Sequence Action by Students & Teacher
1. Clarify Requirements of assignment with students
Students: • Work out criteria to answer the
question (structure + essential points)
• Learn to use rubric
2. Develop structures for justification & self-reflection
• Students Provide justification & self-reflection form
3. Students conduct self-assessment with reflection
Students:• Use marking scheme to decide
content & evaluation band• Provide justification for above
choice• Reflect on performance
4. Teacher responds to student’s self- assessment & reflection
• Teacher follows up with students
(2) Practice: Clarify Requirements with Students
Students work out criteria to answer the question (structure + essential points)
Teacher designs rubric
Help students to understand the requirements of success criterion in the rubrics via worksheet & role-modeling
Layers of feedback & learning
1st layer: Some overall written feedback by teacher on student’s work
2nd layer: Learning opportunity when using sample answers to better understand success criterion
3rd layer: Rubric provides feedback to student on what he/she has accomplished and what AFIs are required
4th layer: Student justification and reflection provides added opportunity of learning, metacognition
5th layer : Teacher responds to student justification & reflection
Measurements of student learning
Qualitative: Written justifications, Level of interrater agreement Reflections, Student corrections
(3) Advantages
Logistical: Quicker feedback for students
Pedagogical: Deepen understanding
Metacognitive: Aware of own strengths, progress, gaps
Affective: Build shared ownership of learning process, perceive tests as ‘useful feedback’ rather than just ‘grades’
Sadler, P. M., & Good, E. (2006). The impact of self- and peer-grading on student learning. Educational Assessment, 11, 1–31.
Points to Ponder
Transparency of rubrics: Need for different models of performance
Does it inhibit creativity?
My Reflections
Importance of mindset change for students
Importance of getting students to understand the success criteria
Time required for lesson preparation