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OER4Schools/Introduction to Assessment for Learning: Difference between revisions
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OER4Schools/Introduction to Assessment for Learning (view source)
Revision as of 11:20, 12 December 2012
, 13 years agoUnit 4
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We have already used the traffic lights (robots) | We have already used the traffic lights (robots) in the ICT practice, to indicate our own progress in these activities. Let's do another quick exercise! | ||
{{activity|wcd|: Whole Group discussion about traffic lights.|10}} 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|wcd|: Whole Group discussion about traffic lights.|10}} What do you know about ‘Assessment for Learning’ at this stage? Show by holding up or putting forward on the table your Traffic Light! | ||
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= | = Introducing Assessment for Learning (AfL) = | ||
{{activity|otr|: Watching a video on formative assessment|5}} Watch 2 segments of this video, bearing in mind these questions for reflection: | |||
{{activity| | |||
* How is the concept of AfL different from the commonly known notion of assessment? | * How is the concept of AfL different from the commonly known notion of assessment? | ||
* What are some of the elements of AfL that have been mentioned in the video? | * What are some of the elements of AfL that have been mentioned in the video? | ||
* Which element(s) of AfL did you find most interesting? Why? | * Which element(s) of AfL did you find most interesting? Why? | ||
{{: Video/Formative Assessment in Schools.mp4 }} | |||
{{activity|wcd|: Discussion on the questions.|10}} Discuss the above questions for reflection. | |||
= Understanding ‘Assessment’ and ‘Assessment for Learning’ = | |||
{{activity|otr|: Watching a powerpoint presentation|10}} | |||
By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]). | By now, you will have already discussed some of the points that will arise on this PowerPoint. Do a mental assessment to see if your understanding of assessment and AfL advances by watching the PowerPoint ([[File:Unit_4.1_Assessment and Assessment for Learning.ppt]]). | ||
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{{activity|Whole | |||
{{activity|wcd|: Whole group reflection on the powerpoint|10}} Questions for reflection on PowerPoint | |||
* What steps, do you anticipate, you will have to take to implement AfL in your classrooms? | * What steps, do you anticipate, you will have to take to implement AfL in your classrooms? | ||
* What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers. | * What issues do you think will arise in implementing AfL in your classrooms? Discuss ways of resolving them with your peers. | ||
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* Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad | * Classroom use of Geogebra, spreadsheets, concept mapping,slideshows, EtherPad | ||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{fup|A}} My Assessment Inventory is available electronically ({{File|My assessment inventory.doc}}). Type the answers that you have written on paper, on this electronic version. As soon as you download the inventory, first save it with a new filename, which includes your name. For instance, if your name is “Esther Phiri”, save the document with the name “My assessment inventory - Esther Phiri.doc”. Save the document to your ‘files area’ on the desktop, so that it will get copied to the server. Remember to bring the paper inventory for every session and fill up the electronic inventory every week, from now on. | |||
{{fup|B}} Try Traffic Lights as a part of one or more teaching lessons. You could employ the help of classroom assistants (from your own or another class) to resolve the doubts of ‘red lights’ and ‘orange lights’; for example those with ‘green lights’ could then help their peers? Record your experience of using Traffic Lights and your students’ responses on the dictaphone. | |||
{{fup|C}} Read pages 3 to 6 of the VVOB handout called ‘Questioning the Questions’ {{file|VVOB - Questioning the Questions.pdf}} that was distributed during Unit 2 Session 2. Note any issues that arise for discussion during the next session. | |||
{{fup|D}} Consider watching the video clip and the Power Point presentation together again during the week. This will help you in understanding the concept of AfL by seeing some examples from real classrooms. | |||
{{setting of follow up}} | {{setting of follow up}} | ||
