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Alternative ways of assessment
Transcript of Alternative ways of assessment
progress on behalf of students,
Use games to monitor learning
At the end of the lesson
Lesson Target Setting
Put objectives on the board at the beginning of the lesson
Contextualize short term aims in long term (e.g. S.Past - we're going to learn how to tell stories so as to learn about each other more)
Make sure students understand this
Make lesson more purposeful by setting attainable targets at the beginning of the lesson - what the class is going to do (e.g. we're going to look at pictures and tell each other what they are about, then we're going to gossip/talk about these pictures and finally we're going to be reporters of this class and report in the class newsletter little happenings in our school) - Ss can tick each target attained during the lesson and these could be used at the end to reflect on their progress.
The art of questioning
Devise Questions that
reflecting & analysing
Students can use the given targets to:
review their learning (either in groups or individually). This could be done as a plenary, a mini plenary or as an activity.
suggest other ways to help them learn better
plan their future revision or as notes to remind them of the lesson
The teacher leads the review of the
lesson or unit
using questioning to elicit understanding from students.
focus upon the effectiveness of the lesson at facilitating learning – i.e. can students think of ways that could be altered to improve their learning?
use model review by evaluating the lesson in relation to their own objectives.
Ways to peer and self assessment
Use traffic lights as a visual means of showing understanding.
At the end of the lesson
At the beginning of a topic pupils create a grid with three columns:
What They Know;
What They Want To Know;
What They Have Learnt.
They begin by brainstorming and filling in the first two columns and then return to the third at the end of the unit (or refer throughout) .
Variation – extra column ‘How Will I Learn’/'What can help me learn better?'
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
Recurrent patterns in learning process
Can be used at beginning or end of lesson
pupils can see the key areas identified
supports the development of linking ideas/areas
useful in organising ideas
similar to mind map or concept map
What I've seen
What I've heard
What I've done/read
What I would like to
Alternatively ask Ss to show their understanding using their thumb (up/middle way/down)
useful for comparing and contrasting
shows interrelation between two items
useful for ranking, prioritising, identifying areas of clarity and locating unsure ground
helps Ss come to a decision
Set examples of excellent work
give Ss the criteria/mark scheme
ask them to mark each other's work (peer assessment)/their own work
For peer assessment, ask students to
give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Set the scene for the lesson by using
a big, open question or problem-
solving task that requires abstract
thinking skills. Anticipate responses
and follow-up so as to work these
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.
“Jimmy, what do you think of Sandra’s answer?”
“Sandra, how could you develop Carl’s answer to include more detail?”
“Carl, how might you combine all we’ve heard into a single answer?”
Time to recap
what we have learnt
Wait for students to draw out most of the key words you are asking for and then re-frame the question – asking
..a synthesis which recaps the whole discussion by joining all these words into a single coherent answer, paragraph etc.
Use incorrect answers as a discussion point.
Rather than dismissing something because it is wrong, or saying ‘that’s interesting’ etc.
Use the misconception in reasoning to draw the process out into the open.
This leads to improving on misconceived reasoning and an atmosphere in which it is OK to be
Challenge common misconceptions
Create conflict that requires discussion
Explore ambiguity and encourage discussion and clarification
Invert the Question
Instead of asking a question that requires factual recall, invert it to request explicit reasoning.
‘Is France a democracy?’
‘What does it mean for a country to be a democracy?’
Good Question Stems
How would you…?
Could you explain…?
Wait time allows students time to think and therefore to produce answers. Also, not everyone in the class thinks at the same speed or in the same way – waiting allows students to build their thoughts and explore what has been asked.
2 types of wait time –
- Teacher speaks and then waits before taking student responses.
- Student response ends and then teacher waits before responding. This gives the student space to elaborate or continue – or for another student to respond.
a domino game with matching tiles can help Ss find the right definition to unknown words
a crossword could help Ss realise what they have really learnt and what they have to work on more
the 'wise man'/'expert' game whereby Ss that know more or have prepared on a certain topic will be interviewed by their classmates could foster their research skills and make lesson enjoyable
T's talking time should be limited to 1/3 of class period