5. Practically speaking… I don’t know what to ask.. I’ll take 1 more question Learners take time to assimilate and accommodate Teachers time is limited Input / output is easier than process
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8. Are tests to Judge or Improve? Field How did we do? How could we do better? TV and film Oscars Nielson TV Ratings Politics Elections Markinor poll Education Yearly Exam ???
12. The Toolkit Hot Potatoes Multiple Choice web test with Feedback Shared Understanding Learners A toolkit Blog or discussion board ICT Tools Assessment for learning Activities Meta Cognitive Resources
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17. Learners Benefit When I make mistakes, I try to figure out why I set myself a few goals while doing my work to ensure that I master the section
18. Subject Teachers Benefit Less chalk and talk. Educators have the capacity to engage interactively with individuals and classes learning
19. Schooling Benefits We have a set of actionable data that we can use to improve our results
23. FAQ Assessment-for -Learning Thanks for you interest http://www.webtests.co.za Images: http://www.ghspmb.co.za, http://wefunction.com/2008/11/free-character-pack/ http://www.sxc.hu “ Assessment for learning guidance” Qualifications and Curriculum Authority Retrieved 16/12/2008/ http://www.qca.org.uk/qca_13440.aspx Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2): 139-148. (Available online: http://www.pdkintl.org/kappan/kbla9810.htm.) "Formative Assessment". Wikipedia. Retrieved 12/12/2008 from http://en.wikipedia.org/wiki/Formative_assessment. Who is behind the project? Who’s on the implementation team? Will the activities be free? Who will author the materials? How sustainable is this project? Can I sign up?
Introduction As a History teacher, I’d attempt to understand how much was being understood in my classroom by walking around and questioning each child individually. If they did understand, then fine. The lesson continued. When they didn’t, limited time and resources meant that comprehension problem were often unresolved. I’m embarrassed to admit that there were times when I became so frustrated by learners’ inability to understand my explanations / my ability to enlighten them that I broke my pencil while clarifying something on their page. This broken pencil - for me – has become a metaphor for my failure to understanding what was happening inside the students minds. My clarification methods and the received feedback did not generate a shared understanding of the comprehension problem. Why not? My tools (usually a pencil) was inadequate. My feedback was not appropriate and repeated explanations did not necessarily lead to improved performance Learner did not really see the need to understand. They simply wanted to get through the lesson. This Assessment-for-Learning toolkit that I have developed, is an attempt to engage with the broken pencil, and provide learners and educators with the space to create a shared understanding.
![Assessment-for-Learning ,[object Object],[object Object]](https://image.slidesharecdn.com/assessment-for-learning-2003-1229609506571025-1/85/Assessment-For-Learning-1-320.jpg)
![Building a Shared Understanding ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)