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Teaching Approaches/Assessment: Difference between revisions
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Assessment may take many forms, including whole class, and individual. Readers should consider reading the pages on these approaches in addition to the guidance given below. Where appropriate links have been incorporated - if you are a wiki-contributor, please do add further internal links, and if of high quality, external too. | {{draft}} | ||
Assessment may take many forms, including whole class, and individual. Readers should consider reading the pages on these approaches in addition to the guidance given below. Where appropriate links have been incorporated - if you are a wiki-contributor, please do add further internal links, and if of high quality (especially CC licenced), external too. | |||
= High Quality Questioning = | |||
Readers should refer to the general guidance [[Questioning Research Summary]] | |||
And the more practical [[Types Of Question]] | |||
As well as our resources ... (e.g. Mark Dawes) | |||
With respect to assessment, should specifically note | |||
= High Quality Dialogue = | |||
= Effective Group Work = | |||
Group work effective for raising standards for all | |||
Bear in mind, e.g. Bob Slavin's point re aim being for (general point, not a quote) "all in the group to be able to give and explain the correct answer, not just for all in the group to be able to parrot it, or for the group (as a collective) to be able to give an answer (which could stem from one individual)". | |||
= Use of ICT = | |||
Can automate some sorts of feedback | |||
Use for collaborative work | |||
Engagement | |||
Clickers | |||
== The Typical Structure of Dialogue == | == The Typical Structure of Dialogue == | ||
