Editor’s Note:
This is an updated version of a blog post originally published on July 8th, 2019
Looking to improve assessment in your classroom? Embedding Assessment for Learning into your practice is easier than it sounds. The process is simple – assess, diagnose, and remediate.
Assessment for Learning
Assessment for Learning (AfL), otherwise known as formative assessment, happens during teaching and learning to help clarify children’s understanding of maths. It gives teachers insights into their pupils’ learning and their own teaching practice. It also empowers pupils to take charge of their own learning.
The goal of Assessment for Learning is to find out if a child has achieved the learning objective and if a struggling pupil is able to complete part of the task.
So, how can you improve assessment for learning in the classroom? And how do you assess learning in the classroom? Firstly, ‘runway indicators’ can help to classify pupils understanding.
- On the runway: the learner cannot do the task, but has the prerequisite skills needed.
- On target: the learner can complete the task independently by working through the problem.
- Flying at cruising altitude: the learner can easily complete the task.
The three key elements of Assessment for Learning
If you find yourself asking the question: what are Assessment for Learning strategies? Start simple. There are three key elements of Assessment for Learning: assess, diagnose, and remediate.
But it shouldn’t stop there. The three key elements of Assessment for Learning are cyclical. After completing the last remediation step, you can assess the pupil again to determine if they have understood the concept.
If you’re not sure how to put the three elements of Assessment for Learning into practice, here are some tips to help get you started.
1. Assess
Try using Every Pupil Response (EPR) techniques where every pupil shows their answer immediately.
ERP techniques allow you to:
- Identify misconceptions.
- Determine if pupils can move on to the next part of the lesson.
- See if any pupil needs help.
- Conduct remediation.
- Decide if re-teaching is necessary.
A simple ERP technique is to use mini-whiteboards to give you instant feedback on your pupils’ understanding. Make sure that you question the children on their methods. When pupils know that they are expected to explain their responses, they’ll be less likely to copy each other’s answers.
2. Diagnose
If a pupil has answered a question incorrectly then how can you tell if it’s due to carelessness, a simple mistake, or a real misconception?
Following these steps can help you to diagnose the root cause of an incorrect answer:
- Find the basic facts answered incorrectly.
- Determine if the same basic facts appear more than once. If they were answered incorrectly then there could be a real misconception.
- Determine if the pupil sometimes answered correctly and sometimes incorrectly. The incorrect answers could be due to sloppy work habits (if there are more wrong answers towards the later part of the worksheet) or it could be a real misconception.
- Try to understand the pattern of reasoning used by the pupil.
3. Remediate
To remediate effectively, you’ll need to carry out some form of task analysis.
- Start by breaking down the problem into smaller sub-tasks.
- Then identify the skills required to complete each sub-task.
- Zero-in on where a pupil’s misconceptions lie so that you can remediate effectively.
After remediation, it may help your pupils to demonstrate their understanding by asking them to write a reflection journal. The journal could also serve as a ‘graduation’ from the remediation, so the pupil knows that he no longer needs remediation on this topic.
Assessment for Learning is all about helping pupils learn better. When using the three key elements of Assessment for Learning continuously, you’ll better support your pupils and help them progress.
For more on Assessment for Learning, check out the following resources:
Certainly! I have a solid grasp of Assessment for Learning (AfL) or formative assessment, which is an integral part of effective teaching strategies. The essence of AfL lies in its continuous feedback loop, allowing educators to gauge student understanding, diagnose areas of struggle, and provide tailored remediation.
To delve into the concepts mentioned in the article:
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Assessment for Learning (AfL)/Formative Assessment: This method occurs during teaching to understand students' comprehension levels and guide instruction. It helps teachers adapt their teaching methods to meet the needs of individual students.
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Runway Indicators: These indicators categorize students' understanding levels - 'On the runway' signifies a lack of ability to complete a task despite having prerequisite skills, 'On target' indicates independent task completion, and 'Flying at cruising altitude' denotes ease in completing tasks.
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Three Key Elements of AfL: Assess, Diagnose, and Remediate:
- Assess: Techniques like Every Pupil Response (EPR) enable immediate feedback, identifying misconceptions, determining readiness to progress, and indicating where help is needed.
- Diagnose: Understanding why a student answered incorrectly involves analyzing repeated mistakes, distinguishing between carelessness and genuine misconceptions, and evaluating the reasoning behind the answers.
- Remediate: Breaking down problems into smaller tasks, identifying skills required, and pinpointing misconceptions to guide effective remediation.
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Practical Strategies for AfL:
- EPR Techniques: Utilizing methods like mini-whiteboards for instant feedback and encouraging students to explain their responses to prevent answer copying.
- Diagnosing Incorrect Answers: Analyzing patterns in incorrect responses to distinguish between carelessness and genuine misconceptions.
- Remediation Strategies: Task analysis, breaking down problems, identifying skill gaps, and using reflection journals to consolidate learning.
The article emphasizes the cyclical nature of AfL, underlining the importance of continuously applying these elements to foster better learning outcomes. It also recommends additional resources for understanding AfL in-depth, such as an introduction to assessment and specific blogs on maths assessment.
Dr. Yeap Ban Har's video likely offers practical insights into implementing formative assessment within the context of a Singapore math lesson.
This comprehensive approach to AfL supports not only teachers in guiding their instruction but also empowers students to take charge of their learning journey by understanding their strengths and areas needing improvement.
