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OER4Schools/Introduction to Assessment for Learning: Difference between revisions
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Revision as of 15:25, 6 March 2014
, 11 years ago→My assessment inventory
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* watch an introductory video on AfL and draw out the important points for discussion | * watch an introductory video on AfL and draw out the important points for discussion | ||
* watch a powerpoint presentation on AfL, pausing for reflection and to think about how interactive teaching techniques can help with the application of AfL in the classroom | * watch a powerpoint presentation on AfL, pausing for reflection and to think about how interactive teaching techniques can help with the application of AfL in the classroom | ||
|ict= | |ict=In this session you will continue consolidating the ICT skills you have learnt so far, and apply them in the classroom. You will be able to apply AfL techniques in conjunction with ICT classroom use as well. | ||
}} | }} | ||
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*First fill in your name next to the title then add the date in the first row. | *First fill in your name next to the title then add the date in the first row. | ||
*Next describe your current understanding of assessment by identifying different kinds or elements of assessment that you know about. | *Next describe your current understanding of assessment by identifying different kinds or elements of assessment that you know about. | ||
*Lastly record the assessment measures that you have used in your classroom to assess the student's progress | *Lastly record the assessment measures that you have used in your classroom to assess the student's progress e.g. do you give them a test/ask them questions and record how they have answered/give them homework and assess how well they have done it etc? 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. | ||
By completing another row at the beginning of each session on Assessment for Learning you can assess your own progress as the workshops proceed. As well as adding assessment methods (e.g. Traffic Lights) you can also add any new learning on assessment that the workshop sessions have highlighted. | |||
{{ednote|text= | {{ednote|text= | ||
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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. | Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let's use our Traffic Lights. | ||
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{{ednote|text= | {{ednote|text= | ||
Reinforce that when Traffic Lights are displayed the teacher can see at a glance those students that need help. | Reinforce that when Traffic Lights are displayed the teacher can see at a glance those students that need help. The Traffic Lights can be used while students are engaged in a task to indicate their progress. 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. | ||
If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance. | If the number of participants is 10 or less, make a note of the Traffic Light colour of each participant on a flip chart. You can prepare the flip chart with the participants’ names listed on it, in advance. | ||
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{{activity|wcd|: Proposed activity for covering the information on page 3 of the VVOB handout (for slide 8)|5}}. | {{activity|wcd|: Proposed activity for covering the information on page 3 of the VVOB handout (for slide 8)|5}}. | ||
There are 14 short points for participants to get their | There are 14 short points for participants to get their heads 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. | ||
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= {{Name for ICT practice with dtgw}} = | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
