Week Eight
Check out these easy steps to do short multi-choice assessments that give you evidence of learning (while grading and organising the data for you). Checking learner's knowledge is now easier than ever and gives you up to date data as it can take only a few minutes to check if the learners are gaining knowledge.
Week Nine
This week we were given the opportunity to look at our peer's "How To" activities and give feedback and feed forward on these to support their development. We were also able to reflect on our own how to presentations and make changes to these. During this week I spent a lot of time waiting for my peers to post their presentations and then give me feedback however, once they did I enjoyed becoming more reflective on my work and look back over it as a new person. I began to reflect on the difference between feedback and feed forward as well. No longer do we just say "good job" instead we give feedback; being what we thought about the work how it was and what was good or we enjoyed, and feed forward; being suggestions for development meaning that we are able to improve our knowledge and skills with each other.
Week Ten
During using this tool I became more aware of balancing the amount of assessment that we do within the classroom. Too often we either under or over assess and find there is data that has no purpose. When we are assessing we need to make sure that the assessment has a purpose and will be used to influence decisions within planning, grouping or next learning steps. This type of assessment was a quick way for me to check that learning had occurred and I was able to reflect on why the learning had or had not occurred and made decisions for what steps I would take next.
Feedback I was given is quoted below:
"Reading over your 'how to' i was very impressed in how detailed and broken down your instructions are so people who do not know about this application can use it easily. One thing i would suggest is that some of your screen shots are very difficult to read, and there is a lot in the picture that could be cropped out. By cropping out the parts you don't need and making the main parts easier to see. I hope that makes sense, is very hard to word! I like how each step is on different pages allowing for each step to be followed clearly. This would be a fantastic tool in any classroom, i look forward to introducing this form of assessment once i get my own classroom. I feel it will save a lot of stress and make things easier to track. "
From this feedback and feed forward I went back to look at my how to presentation, I cropped some of my images to make sure they were clearer to understand and I change the order of my presentation after reflecting on the logical order or steps. This feedback and feed forward allowed for me to develop my ideas further and I am grateful for having the support of peers to give this response and this experience makes me value the relationships I have with others in the teaching profession and think about how I can make the most of this during my practice as a Teacher.
Check out these easy steps to do short multi-choice assessments that give you evidence of learning (while grading and organising the data for you). Checking learner's knowledge is now easier than ever and gives you up to date data as it can take only a few minutes to check if the learners are gaining knowledge.
Week Nine
This week we were given the opportunity to look at our peer's "How To" activities and give feedback and feed forward on these to support their development. We were also able to reflect on our own how to presentations and make changes to these. During this week I spent a lot of time waiting for my peers to post their presentations and then give me feedback however, once they did I enjoyed becoming more reflective on my work and look back over it as a new person. I began to reflect on the difference between feedback and feed forward as well. No longer do we just say "good job" instead we give feedback; being what we thought about the work how it was and what was good or we enjoyed, and feed forward; being suggestions for development meaning that we are able to improve our knowledge and skills with each other.
Week Ten
During using this tool I became more aware of balancing the amount of assessment that we do within the classroom. Too often we either under or over assess and find there is data that has no purpose. When we are assessing we need to make sure that the assessment has a purpose and will be used to influence decisions within planning, grouping or next learning steps. This type of assessment was a quick way for me to check that learning had occurred and I was able to reflect on why the learning had or had not occurred and made decisions for what steps I would take next.
Feedback I was given is quoted below:
"Reading over your 'how to' i was very impressed in how detailed and broken down your instructions are so people who do not know about this application can use it easily. One thing i would suggest is that some of your screen shots are very difficult to read, and there is a lot in the picture that could be cropped out. By cropping out the parts you don't need and making the main parts easier to see. I hope that makes sense, is very hard to word! I like how each step is on different pages allowing for each step to be followed clearly. This would be a fantastic tool in any classroom, i look forward to introducing this form of assessment once i get my own classroom. I feel it will save a lot of stress and make things easier to track. "
From this feedback and feed forward I went back to look at my how to presentation, I cropped some of my images to make sure they were clearer to understand and I change the order of my presentation after reflecting on the logical order or steps. This feedback and feed forward allowed for me to develop my ideas further and I am grateful for having the support of peers to give this response and this experience makes me value the relationships I have with others in the teaching profession and think about how I can make the most of this during my practice as a Teacher.
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