Classroom Management assessment for learning activities and tools.pdf

Assessment For Learning Activities & Tools
By : Samir Bounab
Classroom Management :
Assessment Stage ( AFL & AOL ) is of great importance for both teacher and learners . Assessment for learning (AfL)
is very valuable when inserted in teaching and learning process
This set of different activities and tools for teachers to use in order to use while dealing with assessment for
learning:
I hope you find it useful!
1)Students write Questions: For example – About what they would like to know on a new topic
 To ask the teacher or other students in order
 to assess their learning
 To demonstrate their learning/misconceptions/areas they would like to further explore The classroom could
have a question box where students drop questions at the end of a lesson.
 Or, a plenary could involve students writing questions that the class then work on together, or forms the basis
of the next lesson.
 Create opportunities for students to ask questions. This could be of their peers, of the teacher or as a means to
develop discussion.
 A ‘question box’ for written questions offers a different means of communication for students
 Allow time for students to ask questions about pieces of work. This helps open up assessment and eliminate
ambiguity
2)Comment-only marking:
 Comment-only marking provides students with a focus for progression instead of a reward or punishment for
their ego (as a grade does).
 Comments could be made in books, in a table at the front of books, in a learning diary or journal. The latter are
helpful for teacher and student to track the progression of comments and see improvement.
 Comments should make it clear how the student can improve.
 Plan activities and work with feedback in mind – let the design assist the process.
3)Mid-unit assessment:
 Having an assessment at the end of a unit may not provide time for you to go over areas students have struggled
with, or in which there are general misconceptions.
 Timing assessment during a unit (i.e. lesson 5 of 7) allows time to review, reflect and revisit.
 It also gives the teacher an opportunity to focus explicitly on areas of weak understanding supported by evidence.
4) ‘Might’:
 When questioning, insert the word ‘might’ to give students greater opportunity to think and explore
possible answers.
e.g. What is meaning of democracy?
What might the meaning of democracy be?
 The first infers a single answer known by the teacher whereas the second is inherently more open.
5)Wait-time: Wait time allows students time to think and therefore to produce answers. Also, not everyone in
the class thinks at the same speed or in the same way – waiting allows students to build their thoughts and
explore what has been asked.
2 types of wait time –
1. Teacher speaks and then waits before taking student responses.
2. Student response ends and then teacher waits before responding. This gives the student space to elaborate
or continue – or for another student to respond.
By : Mr.Samir Bounab (yellowdaffodil66@gmail.com )

6) Open vs closed:
 Closed questions can be useful however are not great at facilitating the use of abstract thinking skills, encouraging
talking or eliciting much understanding.
 Open questions are more likely to do this and thus improve learning.
e.g. Did you go out last night? What did you after school yesterday?
7)Exemplar Work:
 When setting students a piece of work, show them examples that make it clear what it is they are being asked to
do – and what they need to do in order to meet the assessment criteria.
 Students could mark exemplar work using the assessment criteria. This will help model what is being asked for
and how it relates to the process of assessment.
8) Student Marking :
 By taking part in the process of assessment, students gain a deeper understanding of topics, the process of
assessment and what they are doing in their own work. This helps to make them more aware of ‘what learning is’
and thus see their own learning in this way.
 Students could self- or peer- mark homework or assessments. This could be done in pairs or individually with a
student-made or ‘official’ mark-scheme.
9) Making aims clear :
 Put lesson objectives on the board at the beginning of the lesson.
 Talk to students about why they are studying what they are studying.
 Contextualise short-term aims in long-term aims (e.g. analysing Shakespeare will contribute to a wider knowledge
of the cultural canon and stronger analytical skills among other long term aims)
 Check with students that they are clear about the aims of the lesson/unit/subject
 Produce aims in conjunction with students
10)Lesson Target Setting:
 Make the lesson more purposeful for students by setting targets at the beginning about what you and the
class are going to do.
 These can be referred to through the lesson and/or revisited in the plenary.
 Students could have to show how they have met targets in the plenary and/or set targets for next lesson.
11)Teacher Review:
 The teacher leads the review of the lesson or unit using questioning to elicit understanding from students.
 Focus could also fall upon the effectiveness of the lesson at facilitating learning – i.e. can students think of
ways that it could be altered to improve their learning?
 The teacher could model review by evaluating the lesson in relation to their own objectives.
12)Student Review:
 Students review their own learning either in groups or individually. This could be done as a plenary, a mini-
plenary or as an activity to help planning for future revision or the reminder of the unit.
13)Traffic Lights:
 Use traffic lights as a visual means of showing understanding.
 e.g. Students have red, amber and green cards which they show on their desks or in the air. (red = don’t
understand, green = totally get it etc.)
 Students self-assess using traffic lights. The teacher could then record these visually in their mark book.
 Peer assess presentations etc. with traffic lights
14)Self-assessment Targets:
Students give themselves targets based on their self-assessment. These learning goals could be recorded
somewhere and revisited
(i.e. inside cover of workbook)They could be compared to teacher targets and the two brought to
consensus if different.

15) 2 stars and a wish:
 For peer assessment, ask students to give two stars and a wish.
 Two stars = 2 things that are good about the piece of work
 A wish = something they can improve to make it even better
16) Articulate then Answer:
 Give students the opportunity to articulate their thinking before answering –
 30 seconds silent thinking before any answers
 Brainstorm in pairs first for 2-3 minutes
 Write some thoughts down before answering
 Discuss with your neighbour first
17) Scene-Setting:
 Set the scene for the lesson by using a big, open question or problem-
 solving task that requires abstract thinking skills. Anticipate responses and follow-up so as to work these
through.
18) Tell your neighbour:
o Students ‘tell their neighbour’ as a means of articulating their thoughts.
o Ask a question, give thinking time and then ask students to tell their neighbour their thoughts.
o Tell students what the new topic is and then ask them to tell their neighbour everything they know about it.
19) Idea Thoughts:
When you have received an answer to a question, open up the thinking behind it by asking what others
think about the idea.
e.g. “What do others think about _________’s idea?”
20) Bouncing:
 Bounce answers around the room to build on understanding and have students develop stronger
reasoning out of misconceptions.
E.g. “A, what do you think of B’s answer?”
“A , how could you develop B’s answer to include more detail?”
“A, how might you combine all we’ve heard into a single answer?”
21) Wait and recap:
 Wait for students to draw out most of the key words you are asking for and then reframe the question –
asking for a synthesis which recaps the whole discussion by joining all these words into a single coherent
answer, paragraph etc.
22) Incorrect Discussion:
 Use incorrect answers as a discussion point. Rather then dismissing something because it is wrong, or saying
‘that’s interesting’ etc.
 Use the misconception in reasoning to draw the process out into the open.
 This leads to improving on misconceived reasoning and an atmosphere in which it is OK to be Wrong.
23) Devising Questions:
 Devise questions that –
 Challenge common misconceptions
 Create conflict that requires discussion
 Explore ambiguity and encourage discussion and clarification
24) Learning Journal:
 Create a learning journal in which students can reflect on and review their learning. It could include plenary
activities, a target setting chart, aims and goals etc.
25) Redrafting:
 Use lesson time to redraft work.This allows students time to focus on the feedback for improvement they
have been given.
 It also reinforces the value of the feedback and allows them to work at it in a supportive environment.

26) Key features:
 When designing written tasks to go alongside oral work, intend for them to develop and show understanding
of the key features of what students have learned.
27) Improvement Guidance:
 When making comments on pupils’ work, treat them like guidance showing how the pupil can improve.
 Develop this by asking students to write in the same way when peer assessing work.
 Discuss the notion of guidance and how it differs from other types of behaviour (i.e. prescription,
admonishment etc.)
28) Comment Follow-up:
 Give students opportunities to follow up comments –
 Create time in the lesson to talk to individual students.
 Have a written dialogue in the students’ book.
 Use a comment tracker or targets sheet to formalise the dialogue in a workbook
29) Group feedback:
 Group feedback to a teacher concerning peer-assessment of work can help make the teacher aware of
learning needs in a manageable way.
 If a group feeds back then it draws more attention and presents information that has already been ordered
and sorted (meaning less repetition for the teacher).
30) Peer Marking:
 Students mark each others’ work according to assessment criteria.
 Encourages reflection and thought about the learning as well as allowing students to see model work and
reason past misconceptions.
 Opportunities to do this throughout individual lessons and schemes of work.
31) Thumbs:
 Check class understanding of what you are teaching by asking them to show their thumbs.
 Thumbs up = I get it
 Thumbs half way = sort of
 Thumbs down = I don’t get it
32) Teach Collaboration:
 Peer assessment requires students to act collaboratively. Indeed, AfL is a collaborative enterprise. Therefore,
explicitly teach skills of collaboration.
 This process can be assisted by discussing collaboration with pupils and making it visible as a part of the
classroom.
33) Traffic-Light Revision:
 When revising a topic or subject, work through the different areas with students and ask them to traffic
light according to their grasp of each.
 Subsequently, students should be able to target their revision more carefully and engage in it actively,
rather than simply reviewing everything they have done or reading passively over their entire notes.
34) Generate and Answer:
 When preparing for exams, students generate their own questions and then practice answering them.
 This makes learners think explicitly about the underlying structures of assessment, as well as the material
which they are being asked to manipulate. Form as well as function!
35) Student Mark-Scheme:
 Ask students to produce their own mark-schemes working individually or in groups.
 They can then peer- or self-assess work in accordance with these schemes.
 Talk about the purpose of a mark-scheme with students – judgement, communication, standardisation etc.
36) Group Answers:
 Students work in small groups to agree on answers – when tests are returned or in other situations.
 The process of agreeing should include reasoning over the validity of the consensus answer, as well as
reasoned negation of misconceptions or wrong answers.

37 ) Think through Talking:
 Talking allows students to articulate their thoughts and thus to learn.
 Encourage thinking through talking with – Discussion activities /Structured group/pair work /Modelling by
teacher and students
 (small group work increases the ‘surface area’ of talk in the classroom as opposed to whole class
discussions)
38) Invert the Question:
 Instead of asking a question that requires factual recall, invert it to request explicit reasoning.
e.g. ‘Is Britain a democracy?’
 Becomes :‘What does it mean for a country to be a democracy?’
39) X and Y:
 Ask students why X is an example of Y
e.g. Why is an apple an example of a fruit?
Why is a fox an example of a mammal?
 Questioning in this way avoids factual recall and asks for the underlying reasoning to be made explicit.
40) All you know:
 Students write down everything they know about ________ at the start of the unit.
 The teacher can then teach the unit accordingly, using existing knowledge and avoiding repetition.
41) Corrections:
 Reinforce the focus on redrafting and comment-only marking by insisting on seeing evidence of student
corrections on their own work before looking at it (have to allow time for this).
42) Laminated Criteria:
 Make laminated, student-friendly assessment criteria cards.
43) Conveying Progress:
 Find a means of using assessment to convey progress to students and thus make what they are doing more
meaningful.
 Link learning between units
 Use a learning journal
 Refer to past targets and highlight where the student is achieving this
 Have a target chart where it is visible how the student has progressed
 Link assessment to student goal-setting
44) Discuss Words:
 When engaged in discussion take key words and look at them specifically.
 Discuss how they are being used –
 Is there any ambiguity?
 Is everyone using the word in the same way?
45)Communication:
 Ask students to communicate thinking through different mediums – not just writing; drawing, drama, maps,
sculpture etc.
 The medium is the message and therefore circumscribes to some extent how communication can take place.
 Using alternative mediums allows the teacher to ‘see’ students’ understanding from different angles.
46) Thoughtful Dialogue:
 Dialogue between teacher and students should be thoughtful, reflective, focussed to evoke and explore
understanding, and conducted so that all pupils have an opportunity to express their ideas.
 Discuss the quality of dialogue with students and ask them to articulate what its purpose is, why, and how (if
necessary) it may be improved).
47) Feedback Sandwich:
 Feedback can be delivered in different ways, two feedback ‘sandwiches’ are –
 Positive comment Constructive criticism with explanation of how to improve Positive comment
 Contextual statement – I liked….because….Now/Next time…
 Interactive statement e.g. a question based on the work

48) What is good?:
Spend time ensuring that there is consensus between yourself and the pupils over what makes a piece of
work ‘good’, and how they are expected to achieve it. Use questions
such as – ‘Can you tell me what makes a piece of work good?’
‘How do you feel about comments?’
‘Do you always know what you need to do next/think about?’
‘Do you know when you have done a ‘good’ piece of work?’
49) Self-evaluation:
o Self-evaluation involves learning how we learn, whereas self-assessment is what we learn. To train pupils in
self-
o evaluation, use questions such as: think about what has happened when the learning has taken place
o What really made you think? What did you find difficult?
What do you need more help with?
What are you pleased about?
What have you learnt new about X?
How would you change the learning activity to suit another class?
o The teacher can model answers to these to show the pupils how to self-evaluate.
50) What is a ‘good’ question?:
 Discuss with students what makes a ‘good’ question. The process can explicitly show them the difference
between open and closed questions.
 They can then come up with questions on a topic and decide which are best, and then move on to discuss
and answer these.
51) Graphic Organisers:
 Use graphic organisers to help pupils self-assess
52) KWL:
 At the beginning of a topic pupils create a grid with three columns –
What They Know;
What They Want To Know;
What They Have Learnt.
 They begin by brainstorming and filling in the first two columns and then return to the third at the end of
the unit (or refer throughout) .
 Variation – extra column ‘How Will I Learn’
53) Talk Partners:
As a plenary or a starter referring to the last lesson, pupils share with a partner:
3 new things they have learnt
What they found easy
What they found difficult
Something they would like to learn in the future
54) Post-It:
 Use post-it notes to evaluate learning. Groups, pairs or individuals can answer:
What have I learnt?
What have I found easy?
What have I found difficult?
What do I want to know now?
55) Response Partners :
 Paired or partnership oral marking. Pupils invite a partner or a group to discuss or comment on their work.
 For it to be effective, students should be aware of learning objectives and success criteria. They should also
appreciate the role of a response partner – to offer positive and constructive feedback around the learning
goals.
 Students could be given prompt questions to ask the person who has done the work.

56) Hands Down:
 Tell pupils they should only raise their hand to ask a question, not to answer one.
 The teacher then chooses pupils to answer, therefore gaining information on whether everyone is learning.
57) Good Question Stems:
 Why does…?
 What if…?
 How would you…?
 Could you explain…?
 What might…?
58) Regulating Learning:
 Circulating through the room whilst students are engaged in an activity means the teacher can collect
information on learning, employ different assessment strategies and intervene where appropriate
59) A B C D:
 Laminate a set of cards so every member of the class has four, with A,B,C and D written on them.
 Ask questions with four answers and pupils can show you their answer.
 Encourage them not to look at other people’s response so as to copy.
60) Why is it best?:
 For homework ask students to find their best piece of work and then to tell you why it is their best.
 This explanation could refer to success criteria, levels, targets etc.
61) Show and Tell:
 Use mini-whiteboards so that very student can write or draw their answer and show it to you (or their
peers) immediately.
62) Active Students:
 Key to AfL is students being active, engaged participants in their learning.
 Think of ways in which content can be manipulated for these ends, rather than the other way round
 If the content seems boring then make the approach fun or interesting.
63) Long and Short Term:
 To draw together progression with the big picture, students could set both long and short term targets.
 The short term targets could be reviewed weekly or fortnightly and the long term targets at the end of
term.
 Having a long term target may give more cogency to the pupil’s and teacher’s short term targets. It may
also allow the pupil to focus on what really motivates them about a subject.
65) Minute Paper:
 Students identify the most significant (useful, meaningful, unlikely) thing they have learnt during the
lesson or unit.
66) Enquiry Question:
 Use an enquiry question to stimulate high-level thinking in the lesson or unit.
e.g.
How democratic is the United Kingdom?
Why is our school so ethnically diverse?
67) Smiley Faces:
 Students draw smiley faces to indicate how comfortable they are with the topic
68) Squares:
 When a pupil has finished a piece of work they draw a square on the page.
 If they do not understand the work they colour it red, if they are so-so then yellow and if A-OK the green.
69) Muddiest Point:
 Students write down one or two points on which they are least clear.
 This could be from the previous lesson, the rest of the unit, the preceding activity etc. The teacher and class
can then seek to remedy the muddiness.
70) One-Sentence Summary:
 Students write a sentence summarising their knowledge of a topic.
 The sentence could have to include who, what when, why, how, where etc.
 The sentences could then be peer-assessed, re-drafted and so on.

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