• New teachers need understanding of AFL

  • Just like in the football, I see the best use AFL in non-content classess. When it is an SOL course, I see the end of unit tests given, graded, and with no feedback given. Move on to the next topic regardless of mastery.
  • How do we balance the freedom to fail and learn from failure with student investment in loving their learning?

    How do we get our "Allen Iverson's" to know that "Practice" is more important than the game?

  • A teacher at my school uses the CPS every day in class. He will give the students an assessment and then will immediately provide feedback based on what the students need to learn. This guides his lessons, and when he feels that one subject has been discussed well, then he will give a new assessment that will guide a new lesson. These assessments are not used for grading, but rather to guide the lessons and discussions.

  • Using homework as practice. 

    Giving feedback with lab activities and then allowing students to practice again. 

    Decide what the learning target is; and what do the students want to learn? 

  • Teachers returning tests/quizzes and reviewing the responses with students.  Working in small groups to go over test questions missed by just those students. 21st century focus of "goal setting" (working with students to set goals for improvement) and persistence (what that means, how to be more persistent). I love the conversation around grading.  Would love to have AFL be overall focus at my school for a year, while embedding strategies for formative assessments and metacognition....and grading!

  • AFL Practice- In the English classroom my students complete an 8 Square (weekly analysis) on their chosen book. I read each 8 square and give individual feedback(comments and questions) to allow for deeper thinking and learning. Students reply to my comments and questions.

    Non AFL- Giving an I.A. Test on untaught material. (Benchmarks)
  • When a teacher grades an assignment or quiz, and after reteaching and remediation, gives the assignment or quiz again and records the higher grade, rather than averaging the two grades. This shows what the child has really learned or mastered.

  • Before students are allowed to "retest", they must redo the practice PRIOR to retesting. I will then exempt them from the previous grade so that it will not "average" against him.
  • Pre-assessments to see what students know, what they need to know and how to challenge those who already know the content.

    The discussion of grading is SUCH a hot topic... where do you even begin?

    How do you move teachers forward in this area?

This reply was deleted.