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OER4Schools/Introduction to Assessment for Learning: Difference between revisions
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Revision as of 23:38, 11 December 2012
, 13 years agoEdits to unit 2-3, adding traffic lights
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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 us make a resource called Traffic Lights for use during the session! | Unit 4 is about ‘Assessment for Learning’ and not simply about ‘Assessment’. Before we proceed to understanding more about Assessment for Learning (AfL), let us make a resource called Traffic Lights for use during the session! | ||
'''Traffic Lights''' | {{todo|put traffic lights into a separate document [[OER4Schools/traffic lights]]}} | ||
'''Traffic Lights''' (which in Zambia are usually called "robots") are a useful resource for everyday use in classrooms in order to assess. You may have heard of a piece of equipment designed to control traffic flow. It is called a robot in Zambia and more commonly referred to as traffic lights. A robot has three lights - red, orange and green. These lights signal to drivers what action they should take on the road with each coloured light having a different meaning associated with it: Red means Stop; Orange means Get Ready and Green means Go. Their meanings for classroom application in the context of AfL are: | |||
* RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.” | * RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.” | ||
* ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.” | * ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.” | ||
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* While the teachers are teaching, they can ask students to hold up the Lights to assess if they should proceed to the next topic or not. | * While the teachers are teaching, they can ask students to hold up the Lights to assess if they should proceed to the next topic or not. | ||
* Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or the flow of the lesson. Teachers can address the student at an appropriate time. | * Students can voluntarily show a Light indicating their current level of understanding. They can change the light several times during a single lesson. In this way, the student can bring their understanding to the teacher's notice without disturbing other classmates or the flow of the lesson. Teachers can address the student at an appropriate time. | ||
* While working independently, students can display their light on the table to indicate their current status. Teachers can visit the student to provide assistance. | * While working independently in groups, students can display their light on the table to indicate their current status. Teachers can visit the student to provide assistance. | ||
Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class. | Eventually students are expected to independently use the Traffic Lights without teacher's instruction to do so. The Traffic Lights should become a silent way of communicating in the class. | ||
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* While the teacher needs to know who has understood, it doesn't have to always be the teacher who ''responds'' to red or orange lights. Students working in a group can also help each other. In Unit 3 we emphasised that groupwork is most successful when groups themselves are given responsibility for making sure that all members understand. Traffic lights can alert students to the need to assist their peers. | * While the teacher needs to know who has understood, it doesn't have to always be the teacher who ''responds'' to red or orange lights. Students working in a group can also help each other. In Unit 3 we emphasised that groupwork is most successful when groups themselves are given responsibility for making sure that all members understand. Traffic lights can alert students to the need to assist their peers. | ||
* One Zambian teacher's reflection on trying out the technique: | * One Zambian teacher's reflection on trying out the technique: | ||
{{todo|quote needs inserting}} | |||
[Judith quote] | [Judith quote] | ||
