How do we measure progress and progression? I was recently asked to feed into a review of support for musical progression in the UK, drawing on the work of the Musical Progressions Roundtable amongst other things.
This is spread across three blog posts: one on sparking up engagement, one on supporting progression and this one on measuring progress. First of all, I would separate providing support for progress and measuring progress, if for no other reason than that the measuring should be secondary, if integral, to the supporting. Some things are easier to measure than others (e.g. sight-reading accuracy versus creativity) but measurability should not have a disproportionate impact on support for progression.
The reality is, though, that it does. It is harder to measure creativity, certainly numerically, than sight-reading accuracy, which means that it is harder to build measures, tests and assessments around creativity than sight-reading. Ten easy ways to demonstrate progress in a lesson. This post is a result of my two minute presentation that I recently gave at the Teachmeet at Acklam Grange School in Middlesbrough.
It is one of those things that student teachers ask me all the time. How can I show progress quickly when I am being observed? I think that sometimes, people tend to over think this, as progress can be shown in a lesson very easily. So here are my ten easy ways to do this: Progress Clocks are very simple. So there you have it. Gillian Galloway, Head of History, Acklam Grange School.
Measuring student progress, in session. Mylearningjourney. Construction ILP.pdf. Lesson note pad. Construction ILP 2.pdf. Tweet your understanding. Scrabble mats. All aboard. Timehop thinking. Ticket to ride. Boarding pass. Knowledge dump. Qi starter. Weekly learning reflection. Untitled. Learning Outcomes – Hannah Tyreman.
This is a guide to writing and using learning outcomes effectively with students.
Learning outcomes should describe what the student will be able to do once they have left your classroom. They may just be able to do it a little better, they may have begun to grow in confidence with it or they may have fully mastered it. Learning outcomes should not be used to describe activities during the class but learning, knowledge, skills and/or attributes students gain as a result of being in your lesson. What follows are a range of approaches that can support you in your use of learning outcomes. Bloom’s Taxonomy This image was sourced HERE where you can read more about Bloom’s Taxonomy. You should work from bottom to top. You should work from bottom to top during the planning process.
As you write your learning outcomes, it’s useful to make use of verbs so that you and the learners are clear what they will be able to be/do by the end of the lesson. Success criteria and rubrics. This Professional Learning module explains the role played by success criteria (criteria for assessment) and explores rubrics as one example of success criteria.
The learning intention of a lesson or series of lessons tells students what they should know, understand and be able to do, and the success criteria help teachers to decide whether their students have in fact achieved the learning intention. Importantly, the success criteria also answer the same question from the point of view of the student: How will I know whether I've achieved the learning intention? The term 'success criteria' was coined in the UK. It is synonymous with 'assessment criteria' but, instead of reminding students of their (perhaps negative) experiences of being assessed, this term focuses (much more positively) on students' ability to succeed.
Sometimes the success criteria might be just a series of dot points. The following links explore success criteria in more detail. GCSE English Skills Assessment. GCSE English Student Mark Schemes. Smart goal plan. Questions, Questions, Questions – Hannah Tyreman. Asking questions in class is a central part of teaching, learning and assessment.
You should aim to ask challenging questions of students and they should feel comfortable to ask questions of you. Questioning allows you to: Check learningStretch learningSupport learning What follows are some approaches to maximise your questioning technique so that you can avoid the tumbleweed that blows past as you ask a question to a whole room of learners. Selecting Students It’s important to ensure that questions are spread across the room. Here are some great strategies for varying who you ask whilst also adding a fun element to it: Use a random name generator: try the ‘Decide Now‘ App for iPad or THIS SITEUse lollipop sticks with names on and pick them out at randomStudents nominate each other to answer- this is a good strategy if the class know each other well and are comfortable with one another Give students thinking time Click here to read more about think, pair, square, share Planning Questions Thunks.
Progress Check Booklet. My favourite mistakes. Whats your mindset. Confidence arrow. Jediometer. Traffic lights exit ticket. What stuck. Thinking caps. Learning Journal. Twitter exit ticket. Statement and question plenary. Call my bluff. Pick your plenary. Classroomkites. Oyster card. Thermometer of understanding. Facebook reactions exit ticket halloween. Snapchat exit ticket. Text your teacher. Superhero exit tickets. Instagram exit ticket. Jigsaw learning. 5 things i now know. 321 exit tickets. Wwh self assessment. Emoji exit ticket. Foq exit ticket. Facebook exit ticket. Gimme 5.