AFL STRATEGIES 5 ABCD Cards 7 Learning logs 4 ABCD Corners ...

AFL STRATEGIES
Formative Assessment Strategies Being Used:
5 ABCD Cards 7 Learning logs
4 ABCD Corners 14 Learning Portfolios
5 A or nothing 1 Match the comments to the essays
12 Ask the audience 7 Mini white boards
1 Best accent competition 15 No hands up except to ask a question
7 Phone a friend
10 Best examples discussion Plus‐minus‐equals‐bounce
Choose‐swap‐choose 10 Popsicle Sticks
3 Colored cups 5 Pre‐flight checklist
Daily sign‐in 2 Question shells
3 Error classification 12 Ranking exemplars
18 Exit pass/slips 2 Real‐time test
Exit pass place mats 2 Red/green disks
29 Extended wait‐time 2 Reporter at random
20 Find the errors and fix them 7 Statements rather than questions
11 Generating test items Student reporter
1 Go 50‐50 15 Think‐pair‐share
3 Group based end of the topic questions 1 Three best samples discussion
9 Group‐based test prep 1
Three‐fourths of the way through a unit
test
8 Hinge‐point questions 3 Three Questions
9 Homework help board 3 Traffic lights
15 Hot‐seat questioning 5 Two stars and a wish
10 If you did know, what would you say? 1 WALT and WILF
23 If you don't know, I'll come back to you 13 What did we learn today?
21
If you’ve learned it, help someone who
hasn't 5 What not to write
2 I‐You‐We Checklists 9 Writing frames
Are there other strategies you use to check for understanding?
I can check work in progress for art & design (& at times in Psych 30).
I give feedback and schedule time for peer feedback on a regular basis. This becomes part of the
"regular" way of learning which encourages students to seek feedback through informal critiques.
Two due dates
Final broken into sections (O'Connor)
Pre-tests for base knowledge
Q & A period
Interviews
Bell ringers – to review what we did yesterday
Short questions on the board that students complete during the first 5 minutes of class
Snowball – very fun with the younger students and EAL

Three, then me – ask three others for help, then me (works well in the lab when kids have lots of
questions)
Plus/minus/interesting
One or two fingers
All my strategies stem from these.
I am looking forward to having the kit – especially the techniques – short guide you are providing!
Random student dart board. Students ask a question to clarify – written question and response.
4-Corner Debater
Three-to-try (three questions I mark on the spot with feedback as I return them)
Segmented tests (one part, then review, then another, then review…
Random student selector using a virtual dart board or "pick-a-number"
I review all the students' work; I ask students to "try again" on some assignments or they are
required to correct their errors after reviewing concepts/reading.
Entrance slips
Corrective instruction and team teaching (x 2)
I use "check points" very frequently (no marks) (x 3)
Mini-quizzes that tell me where they're at in their understanding. May re-write these as many times
as they wish until the unit exam. The re-write is not the same.
Peer assessment
Thumbs up, thumbs down, thumbs middle to check for understanding or clarity of instructions
Journals
Simply "surveying" student work as they progress through a problem/question.
As my students are working on projects, I am constantly moving around the classroom to help
students individually.
Confusion is very obvious in my class, as a project-based course.
Checkpoints – 10 marks for 10 questions to check for understanding
Communication with classroom teacher(s)
Which strategies fit you and your style best?
I like all of the ones I've checked.
Exit/entrance pass
Portfolios (x 2)
No hands-up (x 3)
1-1 because of resource and lots are used each day
Ones that are short so I can combine multiple activities in a class period and know when there is
understanding
Good for flexible grouping
Quick and easy to integrate into instruction.
Strategy will vary with grade level and subject taught
Language-based assessment strategies
Popsicle sticks (x 2)
phone a friend
Ranking exemplars (x 2)
Match comments to writing
Two starts & a wish
Extended wait time
I have liked most everything I have tried.
I'll come back to you
A or nothing
Unsure
Random questioning

Questioning techniques as I do a lot of examples looking for student input. This random student
selector makes everyone eligible to answer potential questions and not just the ones that know.
Getting students to work cooperatively; they help one another to learn. (x 2)
All
Check points work very well, especially with weaker students and before a quiz/test. (x 3)
Find errors
Hot-seat
Those which involve students interacting with other students
Things that are quick and not time consuming – do not want to take up a lot of class time.
Small group activities
Anything that promotes social skills
Have you seen a change in student achievement in your classes? How?
Students generally feel empowered to direct their own learning.
Low end had (literally) more chances for passing
It is difficult to determine the differences in student achievement based on these strategies (ie.
there is no data to support – control group is uncontrolled group). However, students are engaged
in the class discussions, which is a positive.
Not as of yet, unsure, too soon to tell (x 6)
They enjoy it, but I think it is the novelty of each item
More engagement than achievement
When used compared to traditional methods, much more success is seen.
Students seem to always respond to variety. The more you can take content and re-package it in
an interesting way, the more engagement you will have.
Performance this semester has been very good compared to past years, but I would attribute this
to the quality of the students.
Kids more freely ask questions and get involved in class discussions
They feel comfortable to admit they don't understand.
Some movement upward in achievement – particularly for low to middle achievers.
Downside – declining respect for deadlines
In some cases
I don't have popsicle sticks, but I do "no hands up" and randomly call on students during
discussions – I think this has increased individual engagement for many.
When I use them (strategies), there is generally engagement – ownership.
More engaged
Exemplars have made the largest impact in my class: for students to know what past students
have done and what is successful or not.
I think I have a better idea of when I can stop instructing the group and let them work so I can help
individuals.
Not sure, first unit exam – absolutely no one failed; was it this, I don't know?
Yes, if they do poorly on a check point, they go back over their material and re-write it. They are
motivated by "boosting their mark", but what's really happening is that their picking up on the
concepts they missed.
Great class discussions develop in class, better retention for quizzes/tests.
Many of these practices I have been trying to work on and become more consistent. Having the
resources and time to work on these methods have improved my teaching and have improved the
engagement of students in my classes and have improved their learning and their confidence in
terms of knowing they have the skills to gain more understanding.
Yes! Students are more aware of where they are going wrong!
White boards were mediocre; real ones would be better if we could spring for the cost.