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OER4Schools/Introduction to Assessment for Learning: Difference between revisions

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{{activity|Whole group discussion}}
{{activity|Whole group discussion}}


* Did you type your responses to the ’’’questionnaire on group work’’’ on the Word document and upload it onto the server?  
* Did you type your responses to the '''questionnaire on group work''' on the Word document and upload it onto the server?  
** How much time did it take for you to type everything?  
** How much time did it take for you to type everything?  
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
** What is your assessment of your typing speed now compared to when you first came for the OER4Schools workshop? (Try thinking in terms of words per minute).
* You planned a ’’’group work activity’’’ using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
* You planned a '''group work activity''' using the Activity Template during the last session. Did you carry out the activity in class? If yes, share your experience by addressing the questions given below:
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?  
** Which aspect of group work did you choose as your agenda (that was also mentioned in the questionnaire for group work)?  
** What was the lesson topic?
** What was the lesson topic?
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.  
** On a scale from 1 to 5 (1 being the lowest and 5 being highest), how would you rate the effectiveness of the aspect of group work? Think in terms of achievement of learning objectives.  
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
** What changes will you make when you repeat the same activity with another batch of pupils or with another topic?
* Did you carry out a group work activity using ’’’EtherPad’’’? If yes, what was your open-ended question?  
* Did you carry out a group work activity using '''EtherPad'''? If yes, what was your open-ended question?  
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups.  Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.  
** How did your students respond to the activity? Share examples of: students’ discussion within their group, their written responses and their discussion across groups.  Will you use EtherPad with the same aspect of group work again? Give reasons for your answer.  
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?
** For the EtherPad activity, were there any instances of the issues that were discussed during the last session such as, bully and free rider effect, learning of every member as a group responsibility etc. (refer to the last session, [[OER4Schools/3.6_Review_of_group_work|Unit 3 Session 6]], for more issues). How did you resolve these issues? What else can you do to resolve them?
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{{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.  
{{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.  


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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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’’’ is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (Red means Stop; Orange means Get Ready and Green means Go). Their meanings for classroom application in the context of AfL are:
'''Traffic Lights''' is a useful resource for everyday use in classrooms in order to assess. We all know that Red, Orange and Green traffic lights on the road mean different things (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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