Although it was good seminar and full of questions and discussion, it left me a bit puzzled. It might be, that my expectation of that course were more practice than theory orientated.
Following a results of study of progress of American Kindergarten Children (Black and William, 1998) we have looked in the importance of planning for Assessment for Learning. One of most important messages was the need to 'analyse what knowledge and skills learners need to do the task (experiment, research etc.)'.
In short there is a good evidence that if we analyse previous knowledge and needs of our learners and build our teaching on that, we are very likely to enhance learning experience and learning gains. It is kind of obvious (but many of us need to be told this obvious things sometimes, don't we)... the more important question is How do we do it? Because once I realised how important and good idea it is, I want to know how to use it in practice and how to gain skills.
I sat down (waiting for my train back home) noted down some ideas:
Contingency planning - question to expose learners current knowledge designed to lead to certain number of possibilities and plan for same number of activities to bring all learners to the same level.
Concept mapping/brainstorming - exposure of current ideas of a group.
Baseline assessment - pre-testing, using traffic lights, check list etc.
Following a results of study of progress of American Kindergarten Children (Black and William, 1998) we have looked in the importance of planning for Assessment for Learning. One of most important messages was the need to 'analyse what knowledge and skills learners need to do the task (experiment, research etc.)'.
In short there is a good evidence that if we analyse previous knowledge and needs of our learners and build our teaching on that, we are very likely to enhance learning experience and learning gains. It is kind of obvious (but many of us need to be told this obvious things sometimes, don't we)... the more important question is How do we do it? Because once I realised how important and good idea it is, I want to know how to use it in practice and how to gain skills.
I sat down (waiting for my train back home) noted down some ideas:
- Planning is important for every project
- AfL is about baseline assessment, questioning, feedback, peer/self-assessment, sharing success criteria.
- AfL uses this to inform future practice, and use feedback for feed forward purpose.
- by realising your learning aims?
- by evaluation of success criteria?
- By study of level description and previous attainment of your learners (if available)?
- need to have the idea of what your aim and learning outcome is.
- this will define your success criteria and path to achievement
- design activities which will lead to desirable outcomes
- plan baseline test (taking prior knowledge into account) - this is tricky one as it makes assumption of what they already know, or should know.
- plan assessment activities - time and methods and possible interventions.
- do not finalise this plans until you have done pre-assessment or pre-test. you need to adjust all your plans based on this.
Contingency planning - question to expose learners current knowledge designed to lead to certain number of possibilities and plan for same number of activities to bring all learners to the same level.
Concept mapping/brainstorming - exposure of current ideas of a group.
Baseline assessment - pre-testing, using traffic lights, check list etc.
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