I produced these resources to use RAGB self/peer-assessment in the classroom in light of the journey towards 'life without levels'. They're used in many different ways:
Exit Tickets:
Option 1 - Each students has an exit ticket with their name on it, and the end of a lesson/topic they place their exit ticket in the appropriate wallet/basket (RAGB).
Option 2 - Students decide which colour they are (RAGB) and complete the plenary activity on the board for that colour (on the correct colour blank exit ticket). They stick this in their book and the starter for the next lesson is the class peer-assessing someone else's exit ticket and deciding what colour they need to start on for the lesson.
Let's Assess:
I use this slide as a short plenary, students decide whether they are a Novice, Apprentice, Practitioner or Expert (usually after an activity that has been differentiated as RAGB). They write which they are and copy the statement relating to each 'role' in green pen underneath their work. There is a version with Polish translations because I have some students in my class who require that additional support to be fully involved in the assessment activity.
I also have RAGB trays and often get students to put their book into the appropriate tray. I then use this to formulate a seating plan for the next lesson. Seating plans change often in my classroom depending who are the 'Experts' and 'Novices'.
There are more resources linked to the RAGB system, including magic box activities and differentiated worksheets etc. I'll post these in due course.
Exit Tickets:
Option 1 - Each students has an exit ticket with their name on it, and the end of a lesson/topic they place their exit ticket in the appropriate wallet/basket (RAGB).
Option 2 - Students decide which colour they are (RAGB) and complete the plenary activity on the board for that colour (on the correct colour blank exit ticket). They stick this in their book and the starter for the next lesson is the class peer-assessing someone else's exit ticket and deciding what colour they need to start on for the lesson.
Let's Assess:
I use this slide as a short plenary, students decide whether they are a Novice, Apprentice, Practitioner or Expert (usually after an activity that has been differentiated as RAGB). They write which they are and copy the statement relating to each 'role' in green pen underneath their work. There is a version with Polish translations because I have some students in my class who require that additional support to be fully involved in the assessment activity.
I also have RAGB trays and often get students to put their book into the appropriate tray. I then use this to formulate a seating plan for the next lesson. Seating plans change often in my classroom depending who are the 'Experts' and 'Novices'.
There are more resources linked to the RAGB system, including magic box activities and differentiated worksheets etc. I'll post these in due course.
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