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Transcript

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.

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