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| {{review of follow up|offset=2}} | | {{review of follow up|offset=2}} |
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| = Activity: My assessment inventory = | | = My assessment inventory = |
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| | | {{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. |
| {{activity|Individual work}} 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. | |
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| 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. | | 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. |
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| = Activity: Traffic Lights = | | = 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!
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| {{todo|put traffic lights into a separate document [[OER4Schools/traffic lights]]}}
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| '''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:
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| * RED means “I’m stuck. I need some extra help. I don’t feel I have progressed.”
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| * ORANGE means “I’m not quite sure. I need a little help. I feel I have made some progress.”
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| * GREEN means “I understand fully. I’m okay without help. I feel I have progressed a lot.”
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| '''Use of Traffic Lights in the classroom:'''
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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.
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| * 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.
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| * 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.
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| 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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| Traffic Lights also reduce students' physical stress of standing in queues or raising their hands while waiting for the teacher's attention.
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| '''Use of Traffic Lights in groupwork:'''
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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.
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| * One Zambian teacher's reflection on trying out the technique:
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| {{todo|quote needs inserting}}
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| [Judith quote]
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| '''Making Traffic Lights:'''
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| There can be various ways of making Traffic Lights depending on the availability of materials. Some suggestions of different materials are:
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| * coloured paper (red, orange, green) such as charts, paper from old magazines etc.
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| * coloured packing cardboards such as toothpaste box
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| * coloured computer printouts
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| * cloth material
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| * coloured plastic bags
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| * coloured flags or
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| * simply coloured pencils or crayons (if each child has them).
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| Given below is one simple way of making them with a white A4 sheet of paper and marker pens.
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| {{ednote|text=
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| Provide the following materials to the participants so that they can make their own Traffic Lights:
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| * A4 sheets of paper (one per three participants, but it is always better to have some extra)
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| * Red, Orange and Green marker pens
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| * Crayons/ coloured pencils/ paints (if available)
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| * Scissors/ long scale (if available)
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| Normally 10-15 minutes are sufficient for this activity if enough material is available for each participant. Enough material means that there is negligible or no waiting time for using material.
| | 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! |
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| Where materials for making traffic lights are not available in sufficient quantities for classroom use, you could think of alternatives, such as children giving various hand signals corresponding to red / yellow / green.
| | {{todo|Traffic lights were removed from here, and content now in these documents: |
| | * [[OER4Schools/activities/Traffic_lights]] |
| | * [[OER4Schools/How_to_make_traffic_lights]] |
| | They need to come earlier in the programme. |
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| {{activity|Individual work}} Follow these steps to make your own Traffic Lights for AfL (see pictures for reference):
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| * Take an A4 sheet of white paper. Fold it along the long side into 3 equal parts (one sheet can make 3 sets of Traffic Lights). Cut along the folds with scissors or tear using a long scale to make 3 strips of paper.
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| * Fold one strip further into 3 sections along the short side.
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| * Write ‘RED’, ‘ORANGE’ and ‘GREEN’ (in capitals and bold) using the right coloured marker pens (if possible) on the three different sections. You can colour them with respective colours if crayons, coloured pencils or paints are available.
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| * Now reverse the strip of paper or keep it upside down. Then,
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| **behind section RED, write: I’m stuck. I need some extra help. I don’t feel I have progressed.
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| ** behind section ORANGE, write: I’m not quite sure. I need a little help. I feel I have made some progress.
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| ** behind section GREEN, write: I understand fully. I’m okay without help. I feel I have progressed a lot.
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| {{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light! | | {{activity|Whole Group}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light! |
