Sharing assessment & grading strategies that help students learn
Kudos to Salem High School math teacher, Erin Stenger, for thinking to put a sign like this right next to her doorway where students will see it each day as they leave her class.
It has been noted before on this website that for AFL to truly have its greatest possible impact, the students need to be using assessment-elicited feedback to measure their own progress and guide their own learning. Like most things that we want students to do, though, we must train them to do it. This is especially true for AFL since most students (just like most parents and most teacher) tend to look at grades from a summative position.
If we want students to view grades as feedback that guide their learning rather than just get averaged together to determine a grade, then we must 2 things:
1. We must grade and assess in a formative manner rather than just collect a bunch of scores to average.
2. We must train our students.
This picture in Mrs. Stenger's room is a subtle but important example of this. Most importantly, it reveals the fact that AFL is a core philosophy that permeates the way Mrs. Stenger runs her classroom.
Here are some other blog posts that deal with the same idea of students knowing what they know: