Sharing assessment & grading strategies that help students learn
My daughter's 7th grade English teacher at Andrew Lewis Middle School uses a time-tested easy-to-apply simple AFL strategy that motivates my daughter to work, helps her to learn, and ensures that her grade is an accurate reflection of that learning.
Every Monday the students are given a pre-test on that week's spelling words. If the student spells 100% of the words correct on the pre-test, then the grade is recorded in the teacher's grade book, and the student does not have to take the post-test. All other students will take a post-test on Friday of that week.
Simple but effective. Students receive feedback on Monday. They now have the rest of the week to work on improving. More importantly, though, is that they know exactly what they need to do to improve.
I'm going to brag on my daughter, Kelsey, for just a moment. She is a terrific speller, and almost always scores a 100 on the pre-test. Knowing that she can get out of having to take the post-test is a wonderful incentive for her to prepare for the pre-test. When she occasionally misses a word on the pre-test, she becomes a very focused and motivated studier when preparing for the post-test.
However, her teacher uses the pre-test in a more powerful way than just as a motivator. Since Kelsey almost always scores a 100 on the pre-tests, the rest of the week's focus on spelling potentially could be a waste of time for her. However, her teacher turns the better spellers into spelling tutors during the week. This gives Kelsey a much-needed opportunity to be a leader. It allows her to have fun serving her peers, and it helps her peers do better on their spelling by providing one-on-one assistance that a teacher would have a difficult time providing during a busy school day.
Most teachers in America have probably tried pre-tests. This is not a ground-breaking strategy. That's the beauty of AFL. To be a good AFL teacher doesn't mean re-inventing the wheel. It means taking the best of what you already do and focusing your purpose toward providing meaningful feedback that gets used by both the teacher and the students.
One word of warning: You can completely mess up the benefit of this AFL strategy by the way you grade. Please do not ever average the pre- and post-tests together or allow the pre-test to factor into the grade at all unless the student reaches the desired benchmark on the pre-test. Otherwise, allow the post-test score - the one that reflects the outcome of the teacher's instruction - to be the one that is recorded in the grade book.