Measuring Progress for Sixth Form

By Sarah Hosegood

At the Teachmeet a couple of weeks ago I presented three ideas linked to measuring progress during sixth form lessons. Below is a brief summary of each one and the presentation I showed can be found on the T&L blog.

whiteboard of progress

The Whiteboard of Progress

This idea can be used during a carousel activity, during a practical lesson, during a research lesson or can be left on the board during a lesson containing several smaller activities. On your classroom whiteboard, write up the lesson objective(s) or an exam question they are aiming to answer. Underneath this draw an arrow with key times during the lesson written on. As the students complete activities/ research/ the practical etc, they are asked at these key times to write on a post-it note what they have found out or achieved towards the lesson objective or exam question. These post-it notes can be reviewed by the teacher and can be a point of discussion during the lesson.  The end point of the activities could be the students answering the exam question or presenting to the class the knowledge they have gained in order to meet the lesson objectives.

draft peer redraft

Draft, Peer, Re-Draft = Progress

Either as a result of home learning or a starter activity, students bring in a draft of an exam answer. They give this draft to their peer, who either uses sticky dots or a brightly coloured pen to indicate where in the answer they think improvements could be made. They then join up and give verbal feedback to explain the location of their dots.  The work is passed back to the original student and they re-draft the answer trying to improve using the feedback they have been given.

core challenge

Core, Challenge and Super-Challenge Question Grid

Depending on how many questions you want the students to write, this activity can be a mini or final plenary, or a part of the main activities in the lesson. Students use their learning from the topic or lesson to write questions about it. These questions start as simple ‘core’ questions using basic exam question command words, and then progress to more complex ‘super challenge’ questions. Once the questions have been written students can walk around the classroom asking their peers the questions and listening to the answers given. If they are satisfied with the answer they place the students’ initials in the question box. This can then be reviewed by the teacher. Or, students can challenge one of their peers to answer one of their questions during the lesson and they could peer mark each others’ answers or use the ‘draft, peer, re-draft’ idea above.

Advertisements