Archive of ‘Assessment’ category

8 Reflective Questions to Help Any Student Think About Their Learning – Teachthought blog

1. What surprised you today, and why?
2. What’s the most important thing you learned today? Why do you think so?
3. What do you want to learn more about, and why?
4. When were you the most creative, and why do you think that is?
5. What made you curious today? How does learning feel different you’re curious?
6. When were you at your best today, and why?
7. (Assuming we were studying the same thing and you could decide and have access to anything), where would you start tomorrow? Why?
8. What can/ should you do with what you know?

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Students Posing Questions

This year I have made a deliberate effort to encourage students to pose more questions, believing that this gives me a better insight into students’ thinking. On Friday, during a Geography lesson, I saw the benefits of this. In planning the lesson I had decided to model reading the climate statistics of Adelaide, so that students could then explore the climate statistics of their chosen country.

I presented the following table and graph:

I had planned to pose questions like:

  • What is the highest average maximum temperature? When does this occur?
  • What is the lowest average maximum temperature? When does this occur?
  • What is the average rainfall for June?
  • etc.

Instead I referred to the data and got students to pose the questions. They asked much higher order questions, such as:

  • Who collects the data? – Do they record accurately or can they manipulate the data if they are climate sceptics? (This wasn’t worded in this way, but it was what they were getting at.)
  • How accurate is the data?
  • What is the area related to the rainfall? How does this affect the data collected?
  • Has there been major differences between the climate each year?
  • After looking at the average temperatures, and knowing that the temperature can be much higher than these in Adelaide, one student thought that the statistics may be different if the last few years’ data was used, rather than the previous 30 years.
  • Is the data reliable?
  • When was it recorded?
  • Who recorded it?
  • Why is January the hottest month and has more rainfall than February? – February is usually hotter isn’t it?
  • Why does the minimum temperature follow the maximum? (Recognition of pattern)
  • Why does June have the highest rainfall?

I will continue to encourage students to pose and answer their own and others’ questions.

What sort of questions are your students posing?

What does this show you about their thinking?

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Assessment into Practice – Understanding assessment practice to improve students’ literacy learning – H Fehring PETAA

Working in a system of standards-referenced assessment: traversing the intersections – Lenore Adie

Unit planning – Intended Learning clearly articulated

SOLO – standards clear A, B, C, etc

Success criteria clear to students – They can then use these to self assess

Questioning

What did you learn?

How do you know you learned it?

What got in the way of your learning?

What helped your learning?

How do you feel?

What can I do to help you?

 

Hinge-point questions

 

Feedback

Level Example Feedback
Task You need to include more descriptive adjectives
Process You need to work with your writing buddy to edit this piece of work looking for places to include more descriptive adjectives
Self-regulation You already know the key features of the opening of an argument. Check to see whether you have incorporated them in your first paragraph.
Self Well done!

 

Bringing it all together

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More STEM Resources

STEM Resources

Differentiating for Learning in STEM Teaching

Differentiation can occur in regard to:

  1. outcome
  2. intervention – role of adults and students
  3. journey – how
  4. process – ways of access

Frameworks  – useful reference points

  1. Blooms Taxonomy
  2. SOLO Taxonomy – Structure of Observed Learning Outcomes

These structures/ quadrants can be used to allow students to choose a suitable pathway forward, depending on their current level of understanding.

  1. Quadrants
    1. Identify 2. Explain
    3. Use… 4. Draw your own…
  2. PACE
    P A C E
    Practice  Apply Correct Extend
    Double my number using cubes

    Solve the word problem on your table.

    Do it using a different method.

    Double muddle! Correct my mistakes.

    Investigate!

    Gold coins are doubling in the pirate chest.

Planning

Using scaffolds – (providing floors not ceilings!) – structure thinking to make meaning

Thinking organisers

  1. True/False cards
  2. Card sorts
  3. Venn diagrams
  4. Double Bubble
  5. SOLO Maps
  6. Hexagons – connect concepts through the use of subject specific vocabulary

Graphic Organisers

Blooms Taxonomy Cognitive Level Type of Activity Thinking Organiser Thumbnail
Remember Define/ Name Mind Map
Understand Explain Concept Map
Apply Sequence/ Sort Flow Chart
Apply Sequence/ Sort T-Chart
Analyse Compare/ Contrast Double Bubble
Analyse Compare/ Contrast Venn Diagram
Evaluate and Create Cause and Effect Fishbone

Through listening to the discussion generated by students working in pairs/ groups on these scaffolds teachers can make judgements about misconceptions/ further challenges needed. Questioning students to build on their ideas, and then allowing time, directing them to resources and peers who can help them, without just explaining answers, can empower students more. Also expecting students to respond orally in fully developed sentences, using appropriate vocabulary, will provide practice for more developed written responses.

 

Help Desk

A space which students can go to to access further resources/ support structures,

E.g.

  • key word lists
  • technoloical support, devices – ipads, tablets, computers
  • text books/ revision guides
  • questions
  • worksheets
  • graphic organisers
  • sentence stems

These can be utilised individual or in pairs.

 

The aim is to enable all learners, including ourselves, to improve.

 

 

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Alignment in Backward Design: The Two Question Test

Could students do the proposed assessment(s) well but not really have mastered or understood the content in question?
Could students do poorly on the specific assessment(s) but really have mastery of the content in question?

Could students do all the designer-proposed activities in Stage 3 but not really be ready to explain/ justify/ infer meaning or transfer their learning as demanded by assessments in Stage 2?

Could students do all the proposed activities in Stage 3 but still be ready to handle tasks in Stage 2 that require higher-order inference and other kinds of meaning-making?

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