Assessment For Learning
Week 4 Discussion 1 Karen Darity
Five Key strategies were identified. They are as follows:
1. Clarifying, understanding, and sharing learning intentions.
Show examples of work with different qualities.
Exit Ticket: End the lesson with an evaluative question…
The Big Five-Focus on the major skills of the curriculum:
Meta Cognitive (Rystad, 2013).
2. Engineering effective classroom discussions, tasks, and activities that elicit evidence of learning.
Multi-participant questions: Students answer questions simultaneously on mini whiteboards or multiple choice.
No hands up: Activate all students by using ”hands up” only to let students ask questions and not for answering them.
Flipped classroom: Summarize the content of lessons in film clips which the
students watch to prepare for the lesson. Lessons are used for conversations and
dialogues between teacher and students about the lesson content. (Rystad, 2013).
3. Providing feedback that moves learning forward.
Use examples to support your argument:
Feedback Sandwich. Feedback which focuses on team participation and
evaluating each other’s work. It highlights specific areas which need to be
improved as well as areas in which the student does well. The written feedback is given by the students to the teacher. The teacher collects and reads the student's work and then plans and adjusts the next lesson to meet the needs of the class. ( Rystad, 2013).
4. Activating Students as learning resources for one another.
Use checklists to support the feedback that students give to each other.
Green-Yellow-Red Have students prove how well they comprehend the lesson
Green, indicates they understand, Yellow indicates they are having difficulties, and Red indicates they are lost.
Have green students help the red while teacher helps the yellow students. (Rystad, 2013).
5. Activate students as owners of their own learning.
--C3B4ME- See three before me--
Train students to always check with 3 different sources before asking for teacher’s
Students keep logbook in which they reflect on their learning. (Rystad, 2013).
FORMATIVE AND SUMMATIVE ASSESSMENTS
My own ideas about formative and summative assessments
Assessment entails using a selection of procedures to gather facts concerning learning and training. Both formative and summative assessments are important in different ways to the greater objectives of the assessment procedure. Formative assessment is assessment for learning and focuses on observing how students respond to and develop with their instructions. Summative assessment is an assessment of learning with emphasis on determining what the student learned at the end of the instruction, or grade level. Summative assessments show whether or not the instructional goals are achieved. In short it sums up both the instructional and learning processes. (Newman, 2013)
How both sets can be implemented to create an effective classroom environment
Observations- Observe students during in-class activities and lectures
Reflections- journals that are reviewed periodically during the semester
Question and answer sessions- Conduct both planned (formal) spontaneous (informal) group sessions.
Conferences- One on one student – teacher conferences at different points in the year.
End of year evaluation
Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the dots.
San Diego, CA: Bridgepoint Education, Inc.
Activate students as learning resources
Yellow indicates they are having difficulties
Focuses on team participation and evaluating each other’s work
Instructional goals achieved