Workshop 4 - Understanding AfL

AfL is used to… (you can choose more than one option)

• support and help students to learn by diagnosing difficulties

• support and help students to learn by providing feedback

• determine what courses students should take/what level they are

• monitor national standards

AfL entails... (You can choose more than one option)

• Systematic and continuous collection of data

• Marking/grading of students’ performance

• Information for teachers’ actions

• Enhancement of students’ performance

• Timely and ongoing feedback

Mark all the characteristics of Formative Assessment

• student-directed

• process oriented

• traditional

• graded

• growth driven and empowering

Students need to know the _______________ and the ________________ at the beginning of the lesson.

• the objective and thelearning outcome

• the learning outcome and the success criteria

• the aim and the objective

• the aim and the success criteria

• the learning outcome and the aim

Select two tools to gather information and assess students using the Assessment criteria

• Rubric

• Test

• Checklist

• Quiz

• Feedback 'protocol'

Mark all the suggestions to include questioning in the lessons

• Ask questions that are worth asking

• Increase ‘wait time’ to allow students to think

• Plan follow up activities that extend students understanding

• Vary the type of questions: open, close

• Use answers obtained to plan ahead

Effective feedback is goal referenced when…

• It is aligned with the learning outcomes and the criteria shared.

• It is within their capabilities so that they can use it to improve.

• It uses simple language students can grasp.

Effective feedback is actionable when…

• It is within their capabilities so that they can use it to improve

• It is concrete, specific, and useful; it provides information so that students ask themselves: What specifically should I do more or less of next time, based on this information?

• It uses simple language students can grasp.

Effective feedback is ongoing when…

• the sooner feedback is given, the better.

• teachers agree on what high-quality work is and need to keep these standards stable.

• opportunities are given for students to receive and use the feedback constantly.