Aftert the school exams it was apparent that the L2 Chemistry students are not yet anywhere near ready for their end of year external exams.
In repsonse to this I decided to drop the final internal that was slated, Oxidation and Reduction, in favour of spending the remaining class time on revision of the content of the external standards.
In class time students are allowed to choose their own specific area of the course to concentrate their revision. To aid and focus them at the start of each lesson I circulate in the class and ask them to give me their personal topic or success criteria for the hour they have in the classroom. Making them choose one specific thing to master in the hour seems to improve their focus for their learning and help break down the seemingly impossible task into smaller bits that are possible.
Showing posts with label Post-assessment reflection. Show all posts
Showing posts with label Post-assessment reflection. Show all posts
Wednesday, 18 October 2017
Friday, 5 May 2017
Revising assessment tasks
I was responsible for the research task component of the new Year 9 curriculum in the first term. Now that I am marking the task I am adapting it. As it was the first time that we have used it we have discovered some changes that need to be made to be streamlined.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
Friday, 17 March 2017
Student Wellbeing and
The Year 10's did a test last period. Through a concerted push I managed to get the test scripts marked and returned the next lesson and took the time to go through each question explaining how to approach that question and what the answer was.
Afterwards each student was asked to write on the paper their immediate thoughts on the test and the unit it assessed, focussing on how they had worked and how they approached the test. This was then extended with guided reflection set for them on Google Classroom.
Think about the topic so far and write a reflection. Include in your reflection
- How well you worked in the unit ( Did you try your best every lesson or were you goofing off, DId you persevere when it was hard, or give up?)
- How seriously you took the test? Did you persevere and try to figure stuff out
- How well did you do compared to how well you felt about the test when you did it.
- What your goal for the next unit is. Your goal should be challenging but achieveable
- What are you going to do to achieve this goal.
The majority of the class took the task seriously and there were some very good responses. At the end of the unit we will refer back to this to see how they got along and I intend to repeat it each unit to guide them through self-review and improvement cycles. Hopefully it will help them to learn skills in planning and reflection which are vital to self-management.
As a consequence of this I had an interesting conversation with a student who had received distressing news on the day of the test. On confiding to me what the upset was, I reassured her and she seemed fine. I am concerned for her longer term though, so I have let the counsellor who the student is, asking her to keep an eye out.
Afterwards each student was asked to write on the paper their immediate thoughts on the test and the unit it assessed, focussing on how they had worked and how they approached the test. This was then extended with guided reflection set for them on Google Classroom.
Think about the topic so far and write a reflection. Include in your reflection
- How well you worked in the unit ( Did you try your best every lesson or were you goofing off, DId you persevere when it was hard, or give up?)
- How seriously you took the test? Did you persevere and try to figure stuff out
- How well did you do compared to how well you felt about the test when you did it.
- What your goal for the next unit is. Your goal should be challenging but achieveable
- What are you going to do to achieve this goal.
The majority of the class took the task seriously and there were some very good responses. At the end of the unit we will refer back to this to see how they got along and I intend to repeat it each unit to guide them through self-review and improvement cycles. Hopefully it will help them to learn skills in planning and reflection which are vital to self-management.
As a consequence of this I had an interesting conversation with a student who had received distressing news on the day of the test. On confiding to me what the upset was, I reassured her and she seemed fine. I am concerned for her longer term though, so I have let the counsellor who the student is, asking her to keep an eye out.
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