4. Marion: Analyzing AFL - Student Progress Check Sheet

[Scott Habeeb]

If we can use AFL strategies to get students to monitor their own progress and to use feedback to guide their learning, then we have truly accomplished something. Here is an example of how that might be done. This specific example is for a French 2 class. However, it's really a vocabulary example and could be used in any classroom where vocabulary was being taught. Actually, it could probably be applied many more situations than just vocabulary.

Each student receives a Progress Check Sheet at the beginning of the unit of study. The Progress Check Sheet includes all the vocabulary they will be learning during the unit. At the end of EACH class period, the students assess how well they know the vocabulary. It is important that this be done EACH day. There should never be a day when students don't receive some sort of feedback that they can use to guide their learning. In the end, the Progress Check Sheet becomes a personalized study guide. It won't surprise me, though, if a lot of kids don't need to study the night before the test. Assessing themselves each day is almost guaranteed to increase learning such that cramming before the test will no longer be necessary.

Here's an example of what the Progress Check Sheet might look like:

---

Discuss with your group or think on your own how this activity relates to the The Heart of AFL. Share your thoughts and ideas as replies to this Forum Discussion.

[Julie Dunford]

The student assesses his/her own learning frequently.  He/She knows what they are expected to learn, what they know, and what they need to continue to work on.

[Leslie Stickley]

This activity is great as long as feedback is given daily .... 

[Emi Scott]

As I am still speaking for the group in the corner with no battery life (Andrea, Shane & Kristie)... 

The students are using the assessment to gauge their own learning and to take responsibility for knowing exactly what they need to improve on. It also sets the expectations for exactly what the teacher wants them to know. 

We think it is a good idea and want to implement it in our classrooms. I have some hesitations about students' tendency to over- or under- inflate their own abilities. My hope would be that after using this for several weeks students would be more aware of their actual abilities but it is still of some concern to me.  

[Tina Sexton Frazier]

Students are frequently assessed (daily) on what they are learning as they work through the unit.  This can give the teacher information to guide instruction. 

[Linda Kelly]

It relates to AFL because students are able to analyze their own learning--what they know and what they need to practice.  They are able to concentrate on weak areas when preparing for a test. 

[Hannah Sage]

This requires to students self reflection/assessment. It will be a learning process but will make them feel responsible for their own learning. This also would require more planning period time. Better planning leads to better learning.

[Samantha Rutledge]

Students are able to check progress and learning as they master the vocabulary. This holds the student accountable, and allows the student to learn on his or her own pace. They demonstrate mastery as they develop the skills. It also allows for self assessment.

[Denise Hoots]

This allows the student to assess their learning daily, gives concrete feedback for what they know and what they need to know.  It lets them track their progress and see that they are being successful.

[Stacey L Perkins]

It allows the student to daily assess themselves and allows the teacher to do the same with minimal work.

[Michael Karnes]

Students keep track of what they know and don't know. They are able to focus on weaknesses, and not worry so much about what they could figure out right off. It also gives students more ownership of their education.