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.

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  • The checklist idea is great.  It has been done on posterboard with stars in elementary school.  In the hands of the students, however, it is more AFLish.  They can monitor their own progress.
  • I like the idea of students"tracking" their own learning. We may tweak one of our instructional goals to reflect this idea.
  • I like this...I would use it with literary terms, for some grammar applications.  I like that students can see immediately whether or not they "get it"
    • Good idea to use with literary terms!
  • I can see that this could be valuable if the student is honest with their assessment of their own abililties.
  • This allows the students to manage their own assessment of learning.  I do weekly vocab. with my Eng 10 students.  We define words Monday, journal with words Tues-Thurs (discussion/sharing follows), and take traditional quiz on Friday.
  • This shows a way of holding the student accountable for reviewing on a daily basis.  This would give them the opportunity to ask for help to understand the terminology.  I believe that all us could utilize this kind of self assessment in our curriculum. 

    Maybe even collect the sheets a couple of days before the test and spot check that the students aren't just happy checking to fool you and themselves.  That way they would not check something  if they really did not know it.  I personally love this and will incorporate it.    Nyana

  • I provide my students with a concept checklist before a test is given.  The checklist gives the concept to be tested and where it appears in the chapter.  AFL says I should give it to them at the beginning of the chapter.
  • What keeps the student from checking it off just to get Boothe off of their back?
  • It's very visual, self-guided, and allows students to see their own progress.
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