**In December 2009, the**

**Salem High School**

**faculty was asked to take an**

**AFL survey**

**. Those results are compiled here:**

**AFL Survey Results.pdf**

**.**

**The SHS AFL Committee has reviewed those results. After doing so members of the committee lifted up the following as "points of interest":**

- Teachers limiting the number of students who can receive an A
- Varied responses to assigning grades to practice – very small percentage?
- How can we better involve students in tracking their progress and setting learning goals – very small number of teachers say they do this?
- How can we encourage students to USE the feedback they get from us?
- Showing students examples of strong and weak work – ideas of how teachers are doing this?
- How to motivate students other than grades?
- Teachers are using many different approaches to apply AFL.
- 80% make their assessments demonstrate how students are doing relative to one another rather than relative to the content objectives. Was this question

misunderstood? - How much should “practice” count? Do we need to discuss this more as a faculty or within departments?

**For the March 10, 2010 faculty meeting, please:**

**1. Review** **those results**** for yourself. **

**2. After doing so, please discuss the results with those at your table.**

**3. Please also share at your table 1 positive outcome in your classroom of you working to implement AFL ideas/strategies.**

**4. Then respond to this discussion by sharing your discussion of the results and the examples from your classrooms of positive outcomes of using AFL idea/strategies.**

## Replies

Lewis, Gayle, Erin, Alisa, Penny, Valerie, and Beth M.

The use of AFL has opened the possibility of alternative assessements.

The idea of AFL becomes almost contagious.

How much are the students aware of AFL assessments in the classroom. One teacher shared the idea that she asks her students to write down one or two things they understand and one or two things they have difficulty understanding. Are we using the same terminology with students that we are using with each other in measuring assessment? Some students are catching on to the use of AFL as evidenced through their conversation with teachers.

In guidance the Quick Lookup becomes a handy tool in helping students to understand their grades. What needs to change to get better grades?

Pam (at my table) likes the whiteboard review process.

1. white boards for practice quiz led to improved grades, daily quizzes hold kids accountable,

2. most respondents seem to be in the comfort zone of using AFL, looks like most folks are headed in the direction of more and more implementation of AFL

While the results of the survey were very interesting, we think students should also be surveyed to see what they think about AFL practices and see if they are aware of their presence in the classroom.

Group: Terry LaRocco, Amy Stump, Jen Shannon, Sarah Taylor, Danyel Barnes, Robyn Harless, Pam Carter, Justin Halterman

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