ASSESSMENT FOR LEARNING :

ASSESSMENT FOR
LEARNING PRINCIPLE

SUGGESTED STRATEGY / TOOL

Improving Quality of
Questions / Quality of Talk

Ask the audience

Increase thinking time
Miniwhiteboards
No hands up
Think-pair-share
Wrong answers collected and
used

Formative Feedback

Peer and Self-Assessment

Student to student dialogue

Peer marking
Self-marking
Traffic lighting / Thumbs up,
thumbs

Exploring wrong answers

Peer marking
Two stars and a wish
Traffic lighting

AfL Traffic
Lights :

have
I think I
d
achieve
son
The Les
e.
Objectiv

Im not sure if I
have achieved
the Lesson
Objective, or
not ? Please
could you check

I havent
achieved the
Lesson
Objective
yet!

The Traffic Lights are for classroom display and

help reinforce the need to self assess.
At the end of each lesson, the student can colour
in the appropriate light.
SELF ASSESSMENT / FORMATIVE

AfL Traffic
Lights :

SELF ASSESSMENT / FORMATIVE

AfL Traffic
Lights :

GREEN - understood this and is confident.

AMBER - understood some of it but still not
confident.
RED - did not understand and found this difficult.

SELF ASSESSMENT / FORMATIVE

AfL Traffic
Lights :

How to use the traffic light paper cups :

Best practice would be for cups to be left on the desk so the
student is more confident about displaying their progress to
the teacher.
This encourages learners to express difficulties while the
lesson is in progress.
With the 3 coloured paper cups on the students desk, they
can be used in variety ways :
to rate existing knowledge
to show understanding
to indicate responses to questions
to seek clarification
to rate achievement
to ask a question

AfL Traffic
Lights :

Teachers can work with reds.

Greens can be paired with Ambers to
provide peer support.
Greens can be given extension work where
appropriate.
Students could use this as part of the process of
self-evaluating their own learning.
[SELF ASSESSMENT]

SELF ASSESSMENT / FORMATIVE

AfL Traffic
Lights :

SELF ASSESSMENT / FORMATIVE

Thumbs :

Student show thumbs to show their understanding

of a particular topic or question.
Thumbs up -

I understand

Thumbs down - I do not understand

Thumbs horizontal - I think so, but Im not too
sure
This will give you a quick glance to check your classes
understanding.

SELF ASSESSMENT / FORMATIVE

FEEDBACK

PEER MARKING

Students mark or comment on others work.

Can be very effective after group or individual presentations,
especially if the success criteria are clear and have been
discussed before the work begins.

PEER-ASSESSMENT / FORMATIVE

TWO STARS and A

WISH :

This method focuses on the

content of the students work.
Reflect the learning intentions.
Two Stars : 2 positive
aspects of the students work
A Wish : Something you wish
the child to improve on.
This will allow the children to
focus on one aspect of their
work at a time and reflect on
previous work.
FORMATIVE FEEDBACK

Highlight Marking :

The teacher highlights where the

student has performed well against
the learning intentions.
This method could also be used in a
similar style to Two Stars and A
Wish, where two positive aspect
are highlighted in one colour
and a third is highlighted in
another colour as an area for
improvement.

JIGSAWING :
original groups

1
3

1
3

1
3

1
3

2
4

Numbered
groups

1
1

2
2

3
3

4
4

In groups, student are given numbers 1 4. They are then

asked to work with other student of the same number.
In their numbered groups, student research a particular topic
and once the research task is complete, the children form
their original groups again.
Each student then reports their findings to their group,
teaching what they have learned to others.

ASK THE AUDIENCE

If a student is asked to answer a

question
and
appears
to
be
struggling, the teacher can suggest
asking
the
audience
or
nominating a helper.
This can take pressure away from a
student who might otherwise feel
stressed, but allows the teacher to
feel more confident about involving
all students in answering questions.
IMPROVING THE QUALITY OF

WAITING TIME :

Before giving their answer to a question, students

are given time to think about their answer.
This gives them the opportunity to think about
their answer instead of giving the first answer that
comes to their head.
It also gives the less confident student greater
opportunity to participate.
Other methods of this include :
Note time the student are given time to note down a
response before answering.
Talking time the student discuss their answer with their
partner . This method can be used to encourage less confident
children to express their views and gives more confident
student time to listen to the views of others.
IMPROVING QUALITY OF QUESTIONS / QUALITY OF TALK / FORMATIVE

No No

Develop your own questioning style but not

saying no to an incorrect answer. Use
phrases such as :
What makes you think that ?
What evidence shows this ?
Can you tell me more about your answer ?

This may allow the student to break down their answer

and relate it to the knowledge they have previously
learned, understanding where they have gone wrong.
If the student is still not understanding after a few questions
they may need another explanation or ask another student
to help them.

THINK-PAIR-SHARE

Students are posed a question. Given time to

think individually ; then time to discuss ideas
with a partner; and finally the pair share
their ideas with a large group or the rest of the
class.
This helps to extend thinking time, and allows
students to develop more sophisticated answers.
This strategy also supports reluctant / students
with low self confidence to actively contribute.

IMPROVING QUALITY OF QUESTIONS / QUALITY OF TALK / FORMATIVE

THINK-PAIR-SHARE MY
PARTNERS THOUGHTS
STRATEGY

Think-Pair-Share My Partners Thoughts strategy is used to

encourage reflection during a classroom activity. It is a
great way to check for understanding.
During the "think" stage, the teacher tells students to
ponder a question or problem. This allows for wait time
and helps students control the urge to impulsively shout
out the first answer that comes to mind.
Next, individuals are paired up and discuss their
answer or solution to the problem. Students know they will
have to share their partners thoughts, rather than
their own, so they will listen more intently during the
discussion.
The teacher can use this activity as a formative assessment
by listening to the conversations of each pair of students.
FORMATIVE FEEDBACK

NO HANDS

No hands is when the student do not put their

hand up to answer a question, the teacher
chooses a student.
This gives all the students a chance to take
part in discussions and not just the student with
their hand up all the time. This works best if the
children are given adequate thinking time before
being asked to answer.
It will take time for the student to adjust to this as it is
natural for them to put their hand up.

DEVELOP THINKING

EXIT SLIP

Things I Learned Today

Things I Found Interesting

Question I Still Have

SELF ASSESSMENT / FORMATIVE

FEEDBACK

MINI WHITEBOARDS
Mini write on / wipe off whiteboards
Either as individuals or as groups so
that learners can display their
answers.
write the
confident
answer

Write their
doubt

Laminated A4
Card
This lowers any stress students feel
about getting the answer wrong

Sumber : SK
Tabuan

QUESTIONING / FORMATIVE FEEDBACK

WRONG ANSWERS
COLLECTED AND USED

Wrong answers are interesting in that they allow us to

identify and challenge a students misconceptions.
In a lesson where every student gets every question right, is
anyone learning ?
We need to develop an atmosphere in which wrong
answers are valued as a significant contribution to the
learning of the class.
Having a store of typical and useful wrong answers can be a
powerful learning strategy.
Example :
Countries in Africa are poor because of the climate.
The teacher can present the wrong answer and ask :
Is this answer incorrect ?
How do you know it is likely to be incorrect ?
How could it be corrected / improved ? Etc.
QUESTIONING / FORMATIVE FEEDBACK

Sumber : SMK Seri Setia, Kuching

Sumber : SMK Lopeng Tengah, Miri

Sumber : SMK Lopeng Tengah, Miri

Sumber : SMK Seri Setia, Kuching