Based on “The Heart of AFL”, in what ways have I experienced AFL practices (as a teacher or a student) and in what ways have I experienced non-AFL practices (as a teacher or a student)?
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I often assess my special ed students without grading. At a point in which I feel that they have earned the ability to be tested, then the testing will take place, Note that 'earning' is stated because I want the students to be empowered in the learning and remembering process. I want my students to own their learning. In life, all of us must earn our way. This is part of my life skills teaching as applied to subject content.
We all need to be better at reflecting what the students have learned.
-Most of us take a lot of grades and make them count the same. Non-AFL
As a teacher, we display non-graded daily assessment by asking questions at the end of lecture
Feedback after formal assessment
Sometimes our grading system can alter the overall outcome for learners
We are less susceptible to changes of our grading system which is a disadvantage to our students who achieve the level of understanding needed
Teachers using frequent questions during discussions
Checking for understanding
Non-AFL..Moving on without knowing if studnets have learned
scantron assessments