This activity allows instructors to collect written feedback about what students think are the most important concepts discussed in lecture. A week or two prior to an exam, begin to write general guidelines about the kinds of questions you plan to ask on the exam. Share those guidelines with your students and ask them to write and answer one to two questions like those they expect to see on the exam.
A short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. After students figure out what type of problem they are dealing with, they often must then decide what principle or principles to apply in order to solve the problem. This technique focuses on this step in problem solving. It provides students with a few problems and asks them to state the principle that best applies to each problem.
Provide students with signals that they can use to communicate with you. Putting up hands may be appropriate for asking questions or a show of hands for decision making activities, but you could also develop other symbols or gestures.
For example, a cross, a tick, or a question mark in a hand out, which you could ask the students to hold up to check their understanding at a particular point in the lecture. Another system is to use traffic lights. For example, you might want to check student understanding during a lecture. Provide students with coloured card which they can hold up.
This will give you guidance as to whether you can move on. Students on the MRes Medical Device Design and Entrepreneurship are assessed via a final project which includes the development of a new technology and writing a professional business plan. This makes the assessment authentic, i. Students undertaking Global Challenges courses are assessed via the wikis, performance during the course and a presentation. It also includes self-assessment and peer review.
Students are asked to rate their skills before and after the course, and choose which skill they most want to improve. The assessment type or method you choose will very much depend on a number of factors, including the learning outcome s to be assessed, the number of students and, in some cases, the professional body requirements.
However, as part of the annual review process, it is important that you review the diet of assessments across the course and consider these in the light of student and external examiner feedback.
University of Reading produced an A-Z of assessment methods. The table can be accessed here: University of Reading A-Z of assessment methods.
Assessing large cohorts can be challenging and often an exam can appear to be the easiest option! However, it is still possible to assess large cohorts using other methods of assessment. The methods below will help you consider other types of assessments. A synoptic assessment combines two or more modules of study into a one assessment. Peer assessment can be used as part of group work activity see above or in smaller groupings of students. However, peer assessment should be robust and clearly moderated and overseen by the module tutor.
Where peer assessment can be particularly useful is in formative assessment activities. Further resources A student guide to University assessment first year assessment and feedback project Right Arrow A staff guide to University assessment first year assessment and feedback project Right Arrow A short guide to oral assessment by Gordon Joughin Right Arrow Using assessment to support student learning by Graham Gibbs Right Arrow. Plus Icon Tell us what you think of this site.
Formative Assessment: Juxtaposing SA, FA is prospective, it elicits and uses information, opens up success criteria and gives formative feedback so that the next steps in learning can be achieved Gershon, Formative assessments are an integral part of the teaching and learning process, they inform planning and from them judgments can be made as to what aspects of teaching need re-capping, where additional modelling is required and whether all pupils are appropriately stretched and challenged EPPI-Centre, ; McAlpine, appendix A A benefit of using FA in the classroom is that feedback is usually very specific, so allows pupils to focus specifically on the weakness identified and thus have a greater potential to improve McAlpine, SAs inform unit design and instruction and so should be aligned with measurable standard objectives Taras, In addition to this, it has also become clear that assessment is instrumental in improving pupil achievement in school.
FA allows communication, a dialogue of feedback and information between teachers and learners so that individual misconceptions and gaps in knowledge can be closed, allowing for a deeper level of learning to be accessed Black and Wiliam, From these assessments I have come to understand how these can be evaluated in order to progress learning; and are aware of the impact they have on teaching and learning at the student, classroom, school and national level see Self-Assessment of Standards Grid.
Aligned with the National Curriculum objectives, the data stored within the tracker can be submitted and moderated as part of the national standard. Although the tracker can be used formatively to inform teaching and learning on a more immediate basis PLB, , the summative data the tracker assigns to pupils can also be used as a stand-alone score to assess and evaluate the progress and attainment of individual pupils appendix B3 , vulnerable groups appendix B and subjects appendix B2.
This is the only way my second school summatively record the progress of pupils other than through national summative assessments such as SATs. Using these, the alliance has released a speculated alignment between Rising Stars test scores and the age related expectations. These are then utilised by the schools to identify and colour code - appendix B1 where pupils are positioned in terms of meeting the age related expectations.
The results can then also be used formatively to plan teaching and learning around the gaps identified from the tests appendix B1, B They also contribute to teaching and learning by giving an overall picture of learning Timmis, I have found them to be useful in giving a comprehensive overview of how learning has progressed within school, giving a concrete location of where the school sits nationally. From these assessments I am able to see clearly the areas that students are struggling in, and are then able to address these within teaching and learning on a more formative basis, by implementing interventions and altering planning to close the gaps in knowledge.
Implementing this approach contributes to teaching and learning as it allows all pupils to develop in confidence without fear of getting an answer wrong, whilst also giving the teacher a chance to assess the observed dialogue between pupils and evaluate the quality of learning that is taking place National Strategy, ; LSES, Closing the Gaps CTGs form part of this marking policy.
Identified as a key aim in the new primary national curriculum NCTL, , the literature advocates that CTGs are an effective way to feedback to students and ensure conceptual understanding is reached Sherrington, , Fletcher-Wood , Hildrew, Directly linking to the learning objectives and success criteria given to pupils appendix 7a , CTGs within my base school are used for 3 reasons: to consolidate existing learning appendix 1b , to move learning on to the next step appendix 1b , or to embed reasoning into learning appendix 1a, 4a NCETM, Personalised CTGs are given during marking for pupils to action at the start of the next lesson.
Implementing this approach contributes to teaching and learning as it re-loops learning but at a deeper level C4EO, , its personalised approach impacting and promoting the progress of all students DCSF, Some theorists go as far as to say that the level of student thinking in the classroom is directly proportional to the level of questions asked Clasen and Bonk,
0コメント