Effective Assessment for Learning, or not?
Effective Assessment for Learning Quiz
Enhance your teaching effectiveness with our quiz on assessment for learning! This quick assessment will help you reflect on your teaching practices and determine how well you involve and support your students in their learning journey.
- Evaluate your classroom ethos
- Understand the importance of student involvement
- Discover effective strategies for assessment
Teachers will promote a classroom ethos that values the students' views.
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This is true because teachers would be actively listening so they can respond to their students’ needs.
This is true because teachers would be actively listening so they can respond to their students’ needs.
Teachers will involve students in some key stages in making decisions about their learning.
Shows effective assessment for learning
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For effective assessment for learning teachers would plan to involve students in ‘all’, not just key stages in making decisions about their learning.
For effective assessment for learning teachers would plan to involve students in ‘all’, not just key stages in making decisions about their learning.
Teachers will involve students in planning and finding out what they already know before starting a new topic and make links between prior learning and new learning.
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This is true because students will be involved in contributing to teachers’ planning, and they will understand where and how their current learning fits into the bigger picture.
This is true because students will be involved in contributing to teachers’ planning, and they will understand where and how their current learning fits into the bigger picture.
Teachers will provide students with success criteria to use.
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It is important for teachers to provide success criteria in every lesson. However, instead of just giving success criteria teachers will involve students in generating, as well as using them. This is to support students’ understanding of quality learning, including processes undertaken as well as outcomes achieved.
It is important for teachers to provide success criteria in every lesson. However, instead of just giving success criteria teachers will involve students in generating, as well as using them. This is to support students’ understanding of quality learning, including processes undertaken as well as outcomes achieved.
Teachers will fine tune and differentiate planning and teaching in response to students' learning needs.
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When assessment for learning is working well teachers will plan to gather information about students’ learning by using a variety of assessment techniques to suit the students and the nature of the learning, e.g. observation, discussion, questioning, etc. Teachers will then consider what the evidence is telling them about their learners and plan how they will respond.
When assessment for learning is working well teachers will plan to gather information about students’ learning by using a variety of assessment techniques to suit the students and the nature of the learning, e.g. observation, discussion, questioning, etc. Teachers will then consider what the evidence is telling them about their learners and plan how they will respond.
Teachers will plan for and ask good quality questions throughout a lesson.
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Teachers will decide what it is they want the students to learn and demonstrate, and then plan for the most appropriate questioning approach and questions to find out what students have learned.
Teachers will decide what it is they want the students to learn and demonstrate, and then plan for the most appropriate questioning approach and questions to find out what students have learned.
Teachers will use tests to provide evaluative judgements of students' progress.
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Using tests in just this way to provide evaluative judgements of pupils’ progress does not show effective assessment for learning. Teachers who embody formative practices will use the potential of all assessment opportunities, including tests, to move the students’ learning forward.
Using tests in just this way to provide evaluative judgements of pupils’ progress does not show effective assessment for learning. Teachers who embody formative practices will use the potential of all assessment opportunities, including tests, to move the students’ learning forward.
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