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Assessment for Learning

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A Bit More on Descriptive Feedback! - Teaching Rocks! This week’s Tuesday 12 post was on the topic of descriptive feedback.

A Bit More on Descriptive Feedback! - Teaching Rocks!

We provided you with a variety of resources, but I forgot to include one! While browsing Pinterest (I really can’t stop!) , I saw a great infographic that does an effective job summarizing descriptive feedback into one page. When I read over this article, it gave me the idea to create a Tuesday 12 with a list of resources for descriptive feedback; however, I forgot to include the source of the inspiration! 4 Visual Guides To Bloom's Taxonomy Apps. Yesterday, we looked at an overview of the old and revised versions of Bloom’s taxonomy .

4 Visual Guides To Bloom's Taxonomy Apps

We talked a little bit about categorizing current classroom activities to see which of Bloom’s objectives you’re addressing (whether intentionally or unintentionally). Today, we’re looking at some apps and web tools that address the Bloom’s taxonomy objectives – helping bring Mr. Bloom into the 21st century. There are a ton of great lists out there that showcase many (many, many) apps and digital tools that address the objectives. ImproveStudentWriting. iPad Adventures at Lower School: February 2013. OR....

iPad Adventures at Lower School: February 2013

“The Right Tool for the Job.” Here are two great tools. You can accomplish a variety of tasks with either tool. However, for some jobs, neither the hammer nor the pliers is the right tool. You can’t paint a wall with either one – that requires a different tool. The same idea holds true for any classroom tool, they may or may not be the right tool for every single learning goal we set forth in our classrooms.

Think about the Substitution level of the SAMR model created by Ruben Putendura. Everyone in your class might be on iPads to do research, to write papers, etc. Sometimes iPads will be the right tool for some This is where differentiation stands out and really helps your students with varied learning styles. Sometimes iPads will be the right tool for part of a project We love to combine paper/pencil, iPad, manipulatives to investigate an idea or deepen our thinking. Sometimes iPads might not be the right tool for anyone or any part of a project.

Learner Evolution ~ Chris Harte: What is real assessment? Arthur Costa Interview. Comment Only Marking 4. Success!

Comment Only Marking 4

We’ve now rolled out Comment Only Marking in Methods 2, Applied 3 and Methods 3 (like GCSE, AS and A2 maths). For anyone reading this post first, the basic principle is that rather than giving a grade for assignments, which is ego-involved and gives the students a means of comparing themselves to each other, it is better to give them comment only feedback which provides them with actions to take to improve their work. (Based on work of Dylan Wiliam and Alfie Kohn – see previous posts). As a team we’ve gone through a few different ways of doing it and we now share an ‘Actions Sheet’ for each assignment so we can copy and paste common actions in to cut down on the time writing comments.

The method I’ve been using is: i) Read through each student’s assignment and write in comments and annotations throughout indicating places where there are arithmetic errors, wrong method, SMW (show more working), NN (not necessary), COM (communication issue) and so on. Success at the Core : Teacher Development : : (video) Ken Mattingly's Main Site - Ken's Blog. Assessment for Learning and Doddle. “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.

Assessment for Learning and Doddle

The Assessment for Learning Strategy It all sounds so simple, doesn’t it? Assess what stage students are at, share that information with them, then decide and implement what the next steps are that they need to take. But, as a recent survey conducted by Manchester University shows, recognising the value of AfL and putting it into practice are two quite different things. Whilst 80% of the 480 heads surveyed rated AfL as a “very high priority”, a follow-up visit revealed that only 24 schools were regularly using AfL principles in the classroom. Surveys like this are a reminder of the challenges teachers face when trying to incorporate pedagogical strategies like AfL into their everyday teaching practice.