Assessment for learning
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This document provides a summary of tools and strategies for formative assessment or assessment for learning. It lists over 50 different techniques under headings like "Students write Questions", "Students ask Questions", and "Comment-only marking". For each technique a brief description of 1-2 sentences is given on how it can be implemented, such as having students write questions for the teacher at the end of a lesson or allowing time for students to ask questions to clarify their understanding. The overall document aims to present various formative assessment strategies and techniques for teachers to consider using.
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Assessment for learning_activities[1]
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews, using traffic lights, self-assessment targets, peer assessment techniques, and various strategies to engage students in articulating and developing their thinking. The tools are intended to help embed assessment for learning in teaching and learning.
Assessment for Learning Activities
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews using traffic lights, self-assessment, peer assessment using 2 stars and a wish, articulating before answering, scene setting, think-pair-share techniques, and bouncing ideas around the classroom. The tools are meant to help embed assessment for learning in teaching and learning.
Assessment for learning_activities
This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.
Assessment for Learning Activities
This document provides a toolkit of Assessment for Learning (AfL) tools for teachers. It introduces various activities and facets that teachers can use to embed AfL successfully in teaching and learning. The toolkit aims to be useful for teachers in helping them achieve embedded AfL. It then lists and provides brief descriptions of over 50 specific AfL tools and strategies.
The starter generator!_mark_ii[1]
The document provides a long list of potential lesson starters and engagement activities for teachers. Some examples included are odd one out, show me the answer, what's the question, word fills, pictionary, freeze frames, bingo, 20 questions, name that tune, instructions, ridiculous arguments, what if scenarios, tell me three things, and get creative prompts. The document also includes some website links for additional starter ideas and resources.
Assessment for learning_activities1[1]
AfL (assessment for learning) involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to students. It uses techniques like peer assessment, self-assessment, and formative assessments to actively involve students in the learning process and help them take ownership of their progress. The document provides examples of AfL tools and strategies teachers can use to embed assessment into teaching and facilitate student learning.
AfL Strategies
The document provides an introduction to assessment for learning (AfL) tools for teachers. It explains that AfL is most effective when embedded in teaching and learning. The toolkit aims to present different facets, activities, and tools for teachers to use to achieve this. It lists various AfL tools and provides brief explanations and examples of how to implement each tool to support student learning and assessment.
Assessment for learning activities
The document provides an introduction to assessment for learning (AfL) tools for teachers. It presents various activities and techniques that teachers can use to embed AfL in their teaching and better achieve student learning goals. The toolkit aims to be a useful resource for teachers looking to incorporate AfL strategies in the classroom.
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Assessment for learning_activities[1]
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews, using traffic lights, self-assessment targets, peer assessment techniques, and various strategies to engage students in articulating and developing their thinking. The tools are intended to help embed assessment for learning in teaching and learning.
Assessment for Learning Activities
The document provides a list of assessment for learning tools including having students write and ask questions, comment-only marking, mid-unit assessments, using "might" in questioning, wait time, open vs closed questions, exemplar work, student marking, making lesson aims clear, setting lesson targets, teacher and student reviews using traffic lights, self-assessment, peer assessment using 2 stars and a wish, articulating before answering, scene setting, think-pair-share techniques, and bouncing ideas around the classroom. The tools are meant to help embed assessment for learning in teaching and learning.
Assessment for learning_activities
This document provides a summary of various assessment for learning (AfL) tools that teachers can use to embed assessment in their teaching and help students achieve learning goals. It describes tools like having students write questions, ask questions of peers and teachers, using comment-only marking, mid-unit assessments, framing questions with "might" to encourage exploration, employing wait time, asking open-ended questions, showing exemplar work, and having students participate in self- and peer-assessment. The tools are presented to help teachers implement AfL in their classrooms.
Assessment for Learning Activities
This document provides a toolkit of Assessment for Learning (AfL) tools for teachers. It introduces various activities and facets that teachers can use to embed AfL successfully in teaching and learning. The toolkit aims to be useful for teachers in helping them achieve embedded AfL. It then lists and provides brief descriptions of over 50 specific AfL tools and strategies.
The starter generator!_mark_ii[1]
The document provides a long list of potential lesson starters and engagement activities for teachers. Some examples included are odd one out, show me the answer, what's the question, word fills, pictionary, freeze frames, bingo, 20 questions, name that tune, instructions, ridiculous arguments, what if scenarios, tell me three things, and get creative prompts. The document also includes some website links for additional starter ideas and resources.
Assessment for learning_activities1[1]
AfL (assessment for learning) involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to students. It uses techniques like peer assessment, self-assessment, and formative assessments to actively involve students in the learning process and help them take ownership of their progress. The document provides examples of AfL tools and strategies teachers can use to embed assessment into teaching and facilitate student learning.
AfL Strategies
The document provides an introduction to assessment for learning (AfL) tools for teachers. It explains that AfL is most effective when embedded in teaching and learning. The toolkit aims to present different facets, activities, and tools for teachers to use to achieve this. It lists various AfL tools and provides brief explanations and examples of how to implement each tool to support student learning and assessment.
Assessment for learning activities
The document provides an introduction to assessment for learning (AfL) tools for teachers. It presents various activities and techniques that teachers can use to embed AfL in their teaching and better achieve student learning goals. The toolkit aims to be a useful resource for teachers looking to incorporate AfL strategies in the classroom.
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Testing & bem guide 2018
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
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This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
assessment_for_learning_activities.pptx
This document provides a list of assessment for learning tools and strategies for teachers. It includes tools like having students write questions, ask questions of each other, do self and peer assessment, and engage in comment only marking. It also discusses strategies for setting lesson targets, doing student and teacher reviews, using traffic lights and exemplar work, incorporating wait time and open questions, and making the learning aims clear. The overall aim is to present different facets and activities for teachers to embed assessment into the learning process.
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Testing & bem guide 2018
Salam
Meeting & Workshop : Testing & Examiner Guide 2018
Today's points were:
1) defining testing
2) Testing vs assessment
3) Teachers vs testing
4) Why testing ?
5) Principles of testing
6) Bloom taxonomy and testing
7) How to plan tests and exams?
8) Types of tests
9) Importance of the examiner guide ( BEM guide ) in the teacher's daily teaching process
10) Why must teachers take into considerations this guide
11) From which level must this guide be used
12) what's new in the Examiner guide 2018?
13) The Examiner guide 2018 vs the one of 2013
14) Recommendations for national exam designers
15) Typology of the new Examiner guide 2018
16) Tips for designing exams
17) How to devise and test ?
18) The situation of integration its characteristics and evaluation criteria
19) The out off topic learners' productions
20 ) Test report and remedial work
N.B : I would like to thank Mr. Hachemi Irid superviors of ALgiers East for the invitation and all his teachers for their great welcome and large contribution during the delivery of the meetings
Mr.Samir Bounab ( teacher trainer)
The link of the presentation
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Phil provides feedback on training materials and workshops presented by Samir. He praises the comprehensive, high quality nature of the materials and emphasizes the importance Samir places on analysis of test results to identify student and teacher strengths and weaknesses. Phil suggests some ways to further involve students, such as having them work in pairs or groups to critique each other's work. He also asks questions about attendance rates and whether individual student reflections could be incorporated. Overall, Phil commends Samir's focus on preparation, analysis, and addressing teacher concerns to properly focus the training.
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and main thing inductive method of teaching makes the learner in unmemorable in their life
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This document discusses different methods for grouping students in the classroom and managing student behavior. It covers grouping students as a whole class, individually, in pairs, and in groups. It discusses the advantages and disadvantages of each approach and factors to consider when creating groups, such as friendship, ability, participation level, and chance. The document also covers reasons why problem behavior occurs and ways for teachers to prevent it, such as establishing clear expectations and maintaining student engagement through appropriate activities.
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There is an urgent need to invest in teacher education programmes in the Arab world. Outdated curricula and methodologies, reliance on rote learning and not enough qualified teachers present a threat to the quality of education in the region. This presentation outlines a qualitative case study that explores the perceived and observed impact of shaping and contextualizing teacher education reading pedagogy upon an evolving system of knowledge, beliefs and reading teaching styles in a UAE context. The findings suggest that by attending to a Vygotskian constructivist-based contextualized EFL model of second language teacher education pedagogy, the potential to enhance the capacity of Emirati female student teachers to teach reading successfully and enact pedagogic change in government schools is increased. While investigating the unique features of the case itself, these findings may have resonance for teacher education programmes in other Middle Eastern contexts.
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This document discusses strategies for engaging students' brains in the classroom. It recommends allowing students to talk as much or more than the teacher to enhance learning and retention. Talking with partners or in small groups gives students opportunities to discuss and reteach concepts, which strengthens their understanding and memory of the material. Using techniques like turn-taking routines helps focus students' attention when the teacher is speaking and allows for productive student discussion at other times. Overall, the document emphasizes the importance of active participation through talking to fully engage students' brains in the learning process.
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Classroom observationchecklistform
The instructor, Pedro Ramirez, taught an intermediate English exam review class of 13-14 students. Observers evaluated his teaching and found that he had strong content knowledge, established rapport with students, and kept them engaged at the beginning. However, students lost attention after homework review and became distracted in later group activities. The observers suggest adding a review game to make the exam preparation more engaging for students.
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Effective questioning - abridged version
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The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
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This document discusses different approaches to teaching grammar:
1) Presentation-Practice-Produce (PPP) - Present the grammar, check understanding, have students practice and produce the language.
2) Test-Teach-Test (TTT) - Give a pre-test, teach the grammar based on results, give a post-test.
3) Guided Discovery - Provide examples for students to deduce grammar rules on their own with guidance.
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How to prepare for b.Ed., practical exam 2020
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The document discusses various assessment strategies and their importance in the teaching and learning process. It emphasizes that assessment should be differentiated, involve students in the learning process, and use information to support further learning. A variety of formative and authentic assessment techniques are described, including using learning goals, feedback, student self-assessment, pre-assessments, and adapting assessments to individual student needs. The document stresses using assessment to modify instruction and support student growth.
Whole class feedback_guide(1)[1]
The document provides 25 examples of techniques for obtaining whole class feedback, including using post-it notes, mini-whiteboards, exit passes, and traffic light systems. It introduces the rationale for using formative assessment techniques like whole class feedback, which is to improve student understanding by identifying what they have learned and still need to learn. The document also provides further reading materials on assessment for learning and its benefits to help teachers implement these feedback strategies in the classroom.
Assessment For Learning Presentation
This document provides information about assessment for learning (AFL). It begins by stating the objectives of the session are to understand what AFL is and isn't, recognize its importance in helping pupils develop, and share ideas for good practice. It then discusses Dylan William's research on improving teaching and learning. Key aspects of AFL covered include using assessment to raise achievement, understanding learning aims, and closing knowledge gaps. Examples of what AFL looks like in the classroom are shown, and the importance of data, marking, review, and questioning for AFL is discussed.
Informal Formative Assessment Strategies
Informal Formative Assessment that Works!
Alyn Wharmby, Julie Hunter & Melissa Anderson
Alexander Graham Middle School - Charlotte, NC
Wondering how to use your formative assessments more effectively? Looking for new ways to assure that your students are learning and mastering content? Focusing on student self-assessment, conferencing, an effective observation and questioning, this session will reflect on the ways to assess students in a way that truly influences instruction.
Assignment raja mohan.k
This document is an assignment on reflective teaching submitted by Raja Mohan.K to their lecturer Anupama Miss. It discusses the importance of reflective teaching as a means of teacher development and self-evaluation. It provides various methods for teachers to gather information about their classroom teaching, such as keeping a teacher diary, having a peer observe lessons, recording lessons, and obtaining student feedback. The document emphasizes analyzing the information collected to identify aspects that worked well and areas for improvement, and then making changes to instructional practices.
Gudie to whole class feedback
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
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Assessment for learning
- 1. Assessment For Learning Tools Sources http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from%20Teachers'%20Responses.pdf http://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdf http://www.aaia.org.uk/pdf/asst_learning_practice.pdf http://community.tes.co.uk/forums/t/300200.aspx http://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.html www.harford.edu/irc/ assessment / FormativeAssessmentActivities .doc Paul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003) Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002) Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998) Assessment Reform Group, Testing, Motivation and Learning, (The Assessment Reform Group, Cambridge, 2002) Assessment Reform Group, Assessment for Learning, (The Assessment Reform Group, Cambridge, 1999) My head Other people ’s heads AfL is successful when embedded in teaching and learning. This toolkit aims to help by presenting different facets, activities and tools for teachers to use in order to achieve this. I hope you find it useful!
- 2. Students write Questions Students ask Questions Comment-only marking Mid-unit assessment ‘ Might ’ Wait-time Open vs closed Exemplar Work Student Marking Making aims clear Lesson Target Setting Teacher Review Student Review Traffic Lights 2 stars and a wish Self-assessment Targets One-Sentence Summary Articulate then Answer Scene-Setting Tell your neighbour Idea Thoughts Bouncing Wait and recap Incorrect Discussion Muddiest Point Devising Questions Learning Journal Redrafting Key features Invert the Question Improvement Guidance Comment Follow-up Group feedback Peer Marking Thumbs Teach Collaboration Traffic-Light Revision Generate and Answer Student Mark-Scheme Group Answers X and Y All you know Corrections Laminated Criteria Conveying Progress Think through Talking Discuss Words Communication Thoughtful Dialogue Feedback Sandwich What is good? Self-evaluation What is a ‘ good ’ question? Graphic Organisers KWL Talk Partners Post-It Response Partners Hands Down Question Stems Regulating Learning A B C D Why is it best? Show and Tell Active Students Long and Short Term Minute Paper Enquiry Question Smiley Faces Squares