The second day of my workshop was all about Assessment for Learning (AFL).
In the first session, they gave us some terms for assessment for learning, and a key takeaway that I had was that formative assessment becomes assessment for learning when there is change happening. This change can be the student changing, the teacher changing, instruction changing, etc. The main thing is that the formative assessment drives the change. Only then does it truly become AFL.
The first interactive task we had was to write down all the ways we use AFL in our classroom currently. My group had so many of these! 28 to be exact. We then needed to trade with another group and organize them by type. It was nice to get them back organized. The teachers were from several subjects, and we had a variety of ideas.
Many of the ones we came up with are listed here. I’m not totally sure that all could be considered AFL, so please comment on ones you think maybe aren’t, and suggest ways they could be changed to be better AFL.
-For writing after first drafts, ask students to mark each other and then hand in to the teacher.
-If I answer a question for one student and another student asks the same question, I tell student 2 to ask student 1 so it reinforces the knowledge for student 1.
-Students make a 1 page topic study guide. Then swap papers with a partner and give feedback on what else needs to be added to be complete.
-After first draft turned in, have students peer grade and give constructive feedback for final revision
-Students can work as a team to write their own rubric/criteria for their own work/presentation
-Each student keeps an error journal that keeps tracks of the writing mistakes they make and the frequency that they make the same mistake over time it creates a clear picture for the student to see for themselves
-Self evaluation form for students at the end of the lesson *graded assignments
-Practice past paper questions and give feedback
-Clear lesson objective at start of lesson and summary at the end. Students assess how many items they have mastered or semi mastered.
-First, students must be taught that they are supposed to use the assessment to improve. Many students don’t even know that.
-Instead of telling a student their answer is incorrect, ask them to explain how they arrived at their answer. Sometimes they will identify the mistake but it allows you to find where they went wrong in their thinking.
-Provide essay planning templates before essay writing tasks
-One minute paper- students are asked to write things that they did not understand and things they did understand
-Students write the rubric in their own words before beginning an assignment, that way you know they understand the task BEFORE they start.
-After listening test, ask students to read transcripts and identify anything they do not understand. Teachers design activities based on transcripts.
–Learning scale: 1-4, I don’t understand, I understand and can teach, etc
-Dry erase boards are great for quick formative checks in math
-Provide pretest review sheets
-Use assessment rubrics and share with students before a task
–Jigsaw question answering
-Give students model answers to learn from before an assessment task
All of this was just during the first session. I’ll share more in a following post about what ideas I learned about in the math session, and I plan to share what I have changed in my classroom as a result.
QUESTION: What do you use for Assessment for Learning in your classroom? Would you disagree with some of the ones listed here? (I included some I disagree with, so I’m curious to hear from others as well)