4. VSUP: 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:

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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.

[Jeremy Burns]

This allows the student to self-assess what they know/do not know

[Gina Nicole Leake]

The students are held accountable for their learning. This provides frequent feedback to the students. The students could use the information that they are gaining to help them study for the assessment. There needs to be a way that the teacher is checking the students understanding each day too so that the teacher can guide the lessons that they need to teach.

[Stefanie Riviere]

It's very AFL oriented. Guides instruction if teacher is overseeing the progress. Students guide their own learning. Great for providing practice that isn't associated with points or a grade.

[Angela Blevins White]

I love the idea of it being student- centered. This is what teaches responsibility, not grading homework.

[Ashley Blackwell]

Students need to understand this chart and practice filling it out.  The teacher needs to also monitor and make sure the students actually understand what they say they do and they are not just filling it out.  

[Kathleen Taylor]

This makes the students monitor their own progress. However it does need to be modeled and practiced for students to be able to use it in a meaningful way. Based just on the sheet, it doesn't include a way for the teacher to provide feedback to the student. There should be both - teacher feedback and student monitoring.

[Staci Hartman]

Students are self assessing - this is their study guide so they know what they need to work on 

Students need to know this is "safe" - some students will check all of the boxes so the teacher will "leave them alone" 

How do the students know that they know it or not...  we need to build in accountability and conversation with each of the students,  

Teachers NEED to model this, talk students through this, help them understand how this will work to help them monitor their own learning - it gets back to the culture that is established within your classroom - it is about teaching students good study habits, study skills, etc....  Kids do not naturaly do this on their own

[Janie Sprouse]

Student driven, students given themselves daily feedback. 

Students only need to study what they need to. 

Very specific guidelines for each content. 

Use with I CAN statements. 

Time management for students, taking ownership of their learning and fill in the gaps of their learning. 

[Cheryl M Tacy]

This puts the responsibility on the student.