Sharing assessment & grading strategies that help students learn
When visiting SHS Calculus & Algebra 2 teacher, Ric Marciniec's, classroom today, I noticed that every student had a handmade, two-sided, multi-colored index card on his or her desk. Each of the 4 color blocks also had 2 letters on it.
After discussing a Calculus problem, rather than just asking his class in general if they got it or understood, Mr. Marciniec asked his students to hold up their card.
Green on top would show him that they got it. Yellow on top would show they were a little uneasy with the concept. Pink (which is on the flip side of the picture) would show the students did not feel good at all about the concept.
This same card could be used to answer multiple choice questions or provide feedback on other topics.
Simple. But highly effective.
This is a wonderful example of AFL in action. The teacher is receiving immediate feedback that can be used to guide his instructional practices. Students are having to reflect and provide feedback - which all by itself is a powerful learning tool.
AFL doesn't have to be complicated. If what you do in class enables you to understand how well your students, individually and collectively, understand what you're teaching, then you're practicing AFL.