3.3 Use teaching strategies
5.1 Assess student learning
Formative assesments are ssessments that inform teacher instruction and provide students feedback.
“Informative assessment isn’t an end in itself, but the beginning of better instruction.” (Carol Ann Tomlins,2008)
We have seen in previous posts that when you are using a Flipped Learning model for your class, you are
differentiating instruction in so many ways (pace, student choice, personal modification, product etc) and therefore, you must have a variety of assessment methods to check the understanding of the kids and know where they are at in their learning.
Formative assessment methods not only help the teacher understand how well the student has understood the content (and thus how you will need to modify future instruction), but also helps the student, as they can be used as a ‘learning check’ and shows the student what they need to work on to improve.
Teachers should try to use a variety of strategies as frequently as they can during instruction and focus their feedback on:
- How well the task is going (task)
- The process thery are using to complete the task (process)
- How well they are managing the task (self-regulation)
Doing this task-focused feedback has a large effective size (ES) according to Hattie (ES 1.1) and doing it frequently twice a week) has an ES of (0.82) according to Kulik and Kulik(1991)
The graphic below shows the overall goal of AFL strategies in helping the students ‘bridge’ the gap between their current performance and the desired performance.
Strategy- Mini-white boards
- These are great to get instant feedback on student understanding.
- These students write an answer to your question and display it to you an d you see if they have understood the content or skill.
- You then decide on direction of your teaching. eg divide into groups, reteach, distribute worksheets of various levels . etc.
These can be used in a variety of subjects easily such as Maths, Science, Languages, English etc. They can be used to answer a question, solve a math problem, illustrate a concept, generating lists.
Science: I use them in many ways from simple recall of naming polyatomic ions, defining terms through to math problems and balancing equations.
English: They can be used to identify verbs, nouns etc from a sentence on the board or show a sentence with one word missing, students write the vocabulary word.
Math: Completing a problem, drawing graph axes etc.
So why not give it a go!
Use can buy small boards to use in a mobile way in class and get kids give you instant feedback or to draw a concept quickly and provide a visual into their understanding.