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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The folks over here in the corner with the dead computers (Shane & Kristie) have elected me as their spokesperson...
We agree that allowing retakes is important (and something we practice) because we don't care when they learn it as long as they learn it. We also all have done oral assessment and practice problems during class time in order to casually assess learning throughout the class in order to adjust as needed. Furthermore, returning graded papers promptly with feedback given for anything that was incorrect is something we strive to do.
We have rarely encountered such practices during our own educational experiences.
It is very valuable for students to see that persistance yields results. For our special education students, they can experience success too. It just may take a few more tries.
Great point!
- Re-take tests (needs to be different than first) vs. test corrections
-Study guides/Test Prep should be applicable information, but not word-for-word
- Excessive re-takes can hinder preparation
Quizzing students and realizing the majority have failed; however, as a teacher knowing that I have to keep moving forward due to pacing and time restraints. If students know they are allowed to keep retaking quizzes or other assessments, do they take it serious enough to study for it the first time?
exit questions at the end of class
use old test questions students missed as bell ringers
I have received summative tests I did not believe were representative of what I had learned.
Daily practice problems
One-on-one assistance
Quiz/Test Retakes
As a high school student I had a teacher who would teach a concept, assign homework for practice, but instead of checking to be sure that we had mastered the concept would give a 2-3 question pop quiz at the beginning of class. It always was averaged into our final grade. That was frustrating.
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