Resources that facilitate data; collection, synthesis, analysis and target setting. Collaboratively designed with practitioners, to add value to existing data sets through contextualisation, and make provision for the collection of pupil performance data in the classroom.
Resources that facilitate data; collection, synthesis, analysis and target setting. Collaboratively designed with practitioners, to add value to existing data sets through contextualisation, and make provision for the collection of pupil performance data in the classroom.
Based upon the popular game of Taboo included in this resource are 12 cards of common everyday products. Students work in pairs or could be completed as a starter to guess the product.
The focus should be on describing what it looks like, its use of materials, its sustainability, recyclability etc. The words on each card cannot be used by the student describing the product.
This is meant to promote discussion and support other tasks, any comments and suggestions would be welcome.
Description: An AfL document that allows teachers to monitor a pupil progress over the duration of a lesson, topic or term. Objective: Allows you to monitor a whole class. You can make a comparison between students utilising the diamond ranking system. This could be put on the back of a lesson plan, or put on the board. Assessment: I use the circles to put the initials of students in, or if I am monitoring boys’ behaviour or effort in relation to girls, colours can also be useful. Expectations: This can be used for continuing assessment of a multitude of things.
Description: A simple spreadsheet that allows teachers and students to monitor their progress over the course of a project. Using a simple two section layout teachers and pupils can see their progress relative to other pupils. Students can easily fill the cell in once they have completed a specific task green, amber to state that it is started and red if they have not started at all. A teacher only document is still being developed. Prior Knowledge: Students need a brief introduction to the interface and how to change the cell colour.
Description: Formal way of sharing assessment with the pupils. Not to be used on its own, but in conjunction with other assessment strategies that are already in place.
Objective: It should allow teachers to share with the pupil the marks for effort, their portfolio and product, whilst also communicating a target for further improvement.
Expectations: Share assessment strategies with the pupils and promote their participation in Assessment for Learning.
Hints: Use it in conjunction with other assessment, mark their folio as a whole or as separate tasks. The mark they achieve at the end is an overall grade, similar to what they would be given for GCSE coursework. This allows pupils to identify each task as having relative and equal importance.
A peer assessment task that allows pupils to assess a peer's classwork, final product or model that they have completed. It also allows peers to set a target for improvement.
Objective: Encourage pupils to create a balanced, critical view when evaluating a product. By promoting the evaluation of someone else's work, they are able to look at the product objectively without bias, particularly if the product they evaluate is not that of the person they sit next to.
Assessment: It can be used to inform AoL and formally documented by a teacher, or used more readily in session by a teacher who can then recall common targets for improvement, discussing with Q&A how these could be achieved.
Prior Knowledge: The criteria of the project, which will have been set by the classroom teacher or discussed in the form of a specification possibly.
Expectations: Pupils should begin to create a balanced, structured argument about products in general. They should use their K&U along with their experiences to identify and set appropriate targets for themselves and their peers.
Hints: These can be folded, hole punched and, with some string, tied to the product. To save on labour, the kids can do this, and it creates a simple practical element to the evaluation. Another way to do this is to print them, cut them out and glue them together. Laminate them and the pupils can then complete them with water-based markers, which can easily be wiped off. This is more time-consuming, but saves time in the lesson and saves materials in the long run
Two simple documents that can be printed from the PDF files and photocopied so that they can be combined to a single, double-sided WS. It uses several simple tasks that can be used to reinforce the understanding of levers and their everyday application.
