Sharing assessment & grading strategies that help students learn
This Forum Discussion began on 3/18/11 at the City of Salem Schools' Professional Development Day. Teachers who attended the session on The Heart of AFL discussed the core/key concepts of Assessment FOR Learning. They then worked together to create sample AFL professional growth objectives that they could use in their own classroom and/or that could be used by other teachers interested in incorporating more AFL strategies into their daily classroom practices.
While AFL activities can be isolated/specific lesson plans, AFL is most effective when it is woven into the fabric of the teacher's style and methods. Therefore, the goal for these objectives is that they be ones that could be used on a regular - even daily - basis as opposed to being used with a specific unit of study.
Below are four key slides from the Heart of AFL breakout session. The ideas in those slides should serve as the foundation for the growth objectives added to this forum.
Want some good ideas for AFL activities/objectives? Be sure to look through the blog posts on this site, but here is one post that has many different Practical Examples.
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During the 2011-2012 school year, I will:
1. Start each unit with a pre-test in order to assess students prior knowledge on each SOL.
2. Create a "study guide" sheet for the students to fill out as we go through each SOL -- "Yellow Sheet" -- and will also serve as a test review for each SOL, which can also be used at the end of the year for SOL review.
3. In addition to daily do nows and daily quizzes, I will incorporate an end of class 5 question review assessment, using A,B,C,D flash cards. To give students multiple choice questions on the main components of the days lesson - and visually asses their understanding of those questions to know what may need to be addressed in the next day's do now, or lesson.
During the 2011-12 school year students will not only use do-now journal entries in response to a selected quotation or question but also write a follow up entry reflecting on how their opinion may have evolved after classroom activities.
During the 2011-2012 school year, I will
use assessments to identify areas in which students are weak. On those questions that are often missed, I will have students rewrite the question and correct answer in their own words. We will spend time discussing the difficulty students had with the question, whether it be content, vocabulary, or category. We will discuss ways to meet the challenge of these types of questions in the future.
During the 2011 – 2012 school year, I will:
Druing the 2011-12 school year I will provide opportunities for students to evaluate their own beliefs and values. I will do this through the use posters hanging on the wall that have thougtful sayings on them. As I see students throughout the year, I will have them (anonymously) write their own comments regarding the saying. These comments will be hung around the poster.
During our unit on pantomime I assume the entry level is 0. I will demonstrate mime walks, wall and rope. I will then have each student perform these skills as part of a "escaping the box" pantomime. They will perform this mime for the class. I will talk the students through the exercise with comments such as "keep your hand flat," or "keep the rope parallel to the floor." Once the student has successfully completed a walk, the wall and the rope, they will perform an individual mime with each of these elements.
During our unit on storytelling, I will introduce the idea of variety in pitch; rate, quality, duration, and volume. I will then have each student count to 10 with variety in pitch, then rate, etc. Once they have successfully demonstrated variety in each of these, I will ask them to apply variety to a paragraph. Once they have demonstrated the ability to do this, I will split them into 5 groups. Each group will develop an improvisation showing variety in one (assigned) component. Once they have successfully completed this, I will assign a 1-2 minute story for children where each of these components must have variety.
Grading will be 10/10 for each introductory exercise once it is completed. Grading will be up to 15 for the final assessment in mime and up to 25 for the final assessment in vocal variety.
During the 2011-2012 school year, I will increase student learning by doing practice assessment via multiple choice flash cards that will be located at each student's desk and will be used in conjunction with a powerpoint that will review our unit's concepts.
In addition, I will make these powerpoints available to students on my website so that they can refer to them at any point in the unit and can check their knowledge at home.
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