Changing KS3 Questions for Engaging Assessment/teaching approach: Difference between revisions
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Test questions are often uninteresting and are seen as a way to assess pupils’ summative knowledge. This approach allows {{tag|questioning}} to be used in classroom {{tag|assessment}} to support pupils’ revision, creativity and {{tag|higher order}} problem solving. These tasks could be conducted via {{tag|whole class}} {{tag|discussion}} or {{tag|assessment}}, perhaps using mini-whiteboards, or in small {{tag|group work}} situations. | Test questions are often uninteresting and are seen as a way to assess pupils’ summative knowledge. This approach allows {{tag|questioning}} to be used in classroom {{tag|assessment}} to support pupils’ revision, creativity and {{tag|higher order}} problem solving. These tasks could be conducted via {{tag|whole class}} {{tag|discussion}} or {{tag|assessment}}, perhaps using {{tag|mini-whiteboards}}, or in small {{tag|group work}} situations. | ||
Revision as of 13:58, 4 September 2012
Test questions are often uninteresting and are seen as a way to assess pupils’ summative knowledge. This approach allows questioning(i) to be used in classroom assessment(i) to support pupils’ revision, creativity and higher order(i) problem solving. These tasks could be conducted via whole class(i) discussion(i) or assessment(i), perhaps using mini-whiteboards(i), or in small group work(i) situations.
