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Practical Examples of AFL to Try in Your Classroom

Posted by Scott Habeeb on October 1, 2010 at 2:30pm

The Assessment Network has grown to the point where that it now contains many different examples of how the power of assessment can be maximized in the classroom. These ideas are scattered throughout the site. To make this site easier to navigate, this one blog will include links to all of the other classroom AFL examples. It's sort of like an AFL Wal-Mart - everything you need in one blog!

 

Please note that while these blog posts are grouped by content area, the vast majority of them can be used in any content area. So be sure to explore examples listed in content areas other than your own.
Also, please note that as more examples are added to this site, they will also be added to this blog.
Art
English
Guidance
History
Marketing
Math:
Music
Physical Education
General Examples
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Assessment FOR Learning - Examples of using rubrics

Posted by Scott Habeeb on November 12, 2009 at 3:36pm
Rubrics are a great way to help students learn from their mistakes and to assess their own knowledge (#5 and #6 of the 6 Key AFL Ideas). In the typical high school setting, rubrics are most commonly used by English teachers to show students how they will be grading essays/papers. Other teachers will sometimes use them to show students how projects will be graded. Essentially these rubrics detail how the teacher breaks the assignment down into specific parts and then show how many points each part will be worth. While there is nothing wrong at all with using rubrics this way, I would like to describe an additional way to incorporate rubrics into the classroom. The use of a rubric is a highly effective and easy to apply AFL strategy. In fact, I would contend that rubrics could be implemented into any content area and any classroom. If you teach content or skills then a rubric then you can use a rubric. For just a moment forget about using a rubric as a way to show a student how he or she will be graded. Instead, think of a rubric as an overview of the key knowledge/skills that you will be teaching during a set period of time – whether it’s a month-long, week-long, or even single-day unit. In this model, students are given the rubric – the overview of content – at the beginning of the unit. At regular intervals – perhaps daily, perhaps every other day, perhaps every ½ hour – students are given an opportunity to look over either the entire rubric or a portion of it and use it to assess their understanding. Students will look over the portion of the rubric to which the teacher directs them and will then rate themselves in one of three categories: 1. Category 1 – Content the student knows/understands and will not forget 2. Category 2 – Content about which the student has questions 3. Category 3 – Content the student still doesn’t know One of the nice side benefits of using a rubric in this manner is that it helps the teacher stay focused on what is most important. Especially with a young teacher or with a teacher who is teaching a specific unit or class for the first time, it is very easy to get sidetracked. Sometimes the content plays itself out over the course of teaching the unit. Often by the end of a unit a teacher might look back and realize that the core content had not received the appropriate level of focus as compared to some less-essential knowledge. By creating a rubric that students get at the very beginning of the unit and by then referencing that rubric throughout the unit, the teacher will be more likely to focus on the key content and to create graded assessments based on that key content. As students assess their understanding along the way, they become more aware of what they do and don’t know. Awareness of what one doesn’t know is a major step toward learning something. When it comes time to study for a summative assessment, the rubric becomes an excellent study guide. Students have rated their knowledge of the content and can spend their time focusing on the lower-rated items. While it is common for a teacher to hand a study guide to a student, it is less common - and much more effective - if a student has a personalized study guide that they have created and of which they have a sense of ownership. So what might such a rubric look like? Below is an example of how a rubric that follows this model might be used in a World History class that is learning about World War One:

(Click on the above image to download a pdf version of the rubric.)
Below is an example of how a rubric that follows this model might be used in a senior-level English class that is reading The Freedom Writers (thanks to Cammie Smith for her help on this one):

(Click on the above image to download a pdf version of the rubric.)
Helpful Hints:
  • The teacher will have to guide/train students about how to use the rubric in this manner. Don’t expect magic the first time.
  • This will work best if the teacher provides class time for the students to use their rubrics.
  • The teacher might want to keep the rubrics in the classroom so that they do not get lost. Students might not take them home until the night before a large test/quiz/graded assignment.
  • Be very explicit with your students about the purpose of the rubric. Don’t let this become just another "thing". This could be yet another worksheet provided by a teacher but not effectively used by students. Instead help your students view self-assessment as a core learning strategy and something that they can apply to future classes/learning. Help them view the rubric as a key to success.
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