OER4Schools/Introduction to Assessment for Learning: Difference between revisions

* using an assessment inventory as a self-assessment measure

* the key aspects of ‘Assessment for Learning’ such as principles, essentials and strategies

* keep a record of the assessment methods that you have use on you assessment inventory

|ict={{ OER4SchoolsWSInfo/ICT intro}}

* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad

{{ OER4SchoolsWSInfo/ICT intro students}} 

* you will ...

{{activity|ia|: Working on your assessment inventory|10}} Complete the assessment inventory {{File|My assessment inventory.doc}}. First fill in your name next to the title. Then add the date in the first row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Lastly record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried.  

You will add to this inventory by completing another row at the beginning of each session on Assessment for Learning. Thus you can assess your own progress as the workshops proceed, and we can also see what you feel you are learning, purely for research purposes. (At CBS it will also be used to plan further sessions.) Please be honest about filling in your responses; this inventory will not be used to judge you.

Orally repeat the guidelines given above regarding the sequence of filling up the inventory. Emphasise that only the assessment measures that participants have used should be recorded.  

Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let use our Traffic Lights.

Reinforce that when Traffic Lights are displayed the teacher can see at a glance those students that need help.  There is little point in asking a student that you are standing next to to show you their Traffic Light (usless you are checking their understanding of what the colours mean) - you might as well just have a conversation about it.  The teacher may need to gently remind students to display theirs by saying something like "remember to display your Traffic Light', "has everyone displayed their Traffic Light", 'have a look around and make sure that everyone has displayed their Traffic Light" etc.

There are 14 short points for participants to get their head around.  These could be divided up amongst the group, so one point each or one between two depending on the group size.  Participants should read and understand their point, perhaps coming up with an example to help clarify it to the rest of the group.  After allowing participants a few minutes to understand their point, ask them in turn to stand up and explain it to the rest of the group.  By the end of this activity the participants will have verbally presented the content in a way that should make the material easily accessible and easier to remember.

 

{{activity|dtgw| with ICT on various topics.|20}}

 

* '''Dr. Sue Swaffield''', Senior Lecturer in Educational Leadership and School Improvement at Faculty of Education, University of Cambridge for suggestions and permission to use some of her slides in the Power Point presentation;