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.
Replies
Student self-assessment
Continuous practice
Con
No teacher feedback
Teacher has to trust student integrity of what he/she claims to know
How does student know he/she really can conjugate the verbs? They could be irregular.
Students use feedback to guide learning.
-it's assessment for the sake of learning
Allows for practice
Expectations are clearly defined
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