Practical Ways
to Assess in
Lessons
This session aims to provide:
- time efficient assessment strategies
- new, fresh ideas
- ways to involve students more often
Are we assessing?
- understanding and meeting the LO
- understanding the big picture
- literacy
- subject specific knowledge
Think – own ideas
Pair- discus with shoulder partner
Square – Quantity to quality (why chosen those ideas?)
Share with class
What will you take away? All our resources are on the staff only drive under 'AFL twilight' ... your mission is to:
- Choose 1 element from each section that you may find useable in your furture teaching and ...
- Tell us how it worked!
Conclusion
what can you add?
Self Assessment
- Graphic organisers
- KWL (What do I know? What do I want to know? What have I learnt?) Optional – How will I learn?
- Talk partners
- 10 minute round up
- Why is it best?
- Mystery literacy task
- Self assess with success mat
- Use WORDLE
As a plenary or a starter referring to
the last lesson, pupils share with a
partner:
- 3 new things they have learnt
- What they found easy
- What they found difficult
- Something they would like to learn in the future
Paired or partnership oral marking.
For it to be effective, students should
be aware of learning objectives and
success criteria. They should also
appreciate the role of a response
partner – to offer positive and
constructive feedback around the
learning goals.
Students could be given prompt
questions to ask the person who has
done the work.
Peer Assessment
When you have received an answer
to a question, open up the thinking
behind it by asking what others think
about the idea.
e.g. “What do others think about _________’s idea?”
Bounce answers around the room to
build on understanding and have
students develop stronger reasoning
out of misconceptions.
- Response partners
- Open up an idea
- Think-pair-square-share
- Kagan structures
- Group work - quality checker
- Stop the clock during presentations
- Silent discussion
- Broken pieces
Teacher Assessment
- Stamping – “verbal feedback” + literacy-on-the-fly
- Invert the question
- Question framing
- A B C D cards
- Corners of room
- Collaborative teaching
- One sentence summary
- Levelled summary sentences to different audiences
- What “might” it be?
- Bend / rotate the opinion line
- Five degrees of separation / Forest Gump
- “High Jump” method of assessment
- Basketball Questioning
Why does…?
What if…?
How would you…?
Could you explain…?
What might…?
Students write a sentence
summarising their knowledge of a
topic.
The sentence could have to include
who, what when, why, how, where
etc.
The sentences could then be peer-
assessed, re-drafted and so on – showing learning over time.
Putting it all together
- Moodle - discussion forum, submitting assignments, .pdf highlighter, wiki
- Google Docs + MS Word comments
- Rubrics
- Peer coaching
- Staged checkpoints for project based learning
- Destructive Writing Plans
When questioning, insert the word
‘might’ to give students greater
opportunity to think and explore
possible answers.
e.g.
What did the Great Depression look like?
What might the Great Depression look like today?
The first infers a single answer known
by the teacher whereas the second is
inherently more open.