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1. Different methods to assess the student's understanding (Traffic light method)
2. Better understanding of  differences and similarities between AfL and Formative/Summative assessments
3. Better/different ways to give feedback to students

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The importance of providing Success Criteria

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The importance of providing Success Criteria

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The Difference between AFL and and Formative assessments

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-Strategies to improve feedback
-Advantages and disadvantages of formative assessment methods
-How to organise my submission folder

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the thin line between AFl and formative assessment.
How to evaluate the advantages and limitations of formative assessments.
- the importance and balance of written and verbal feedback

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Different methods to assess learners understanding and gives feedback for learners. AfL vs Formative Assessment.

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1. Formative and AFL are two very related
2. The different strategies to effectively assess the students
3. Giving feedback selectively

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Effective feedback which is descriptive so the learners know where they are and where they need to improve. Analyse my own planning, feedback and how do I assess.

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1. Analysing my own lesson to implement the formative assessment effectively
2. Try the different formative assessment learned in class

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1. I learnt a new feedback method today, Give 1 Take 1.
2. Understanding that afl is the process which may use formative assessment methods and how to use summative assessment methods in afl process.
3. How important success criteria is in providing valuable feedback to students.

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1.  Formative assessment and AFL are closely connected.
2.  Different strategies to assess learners.
3. Target setting.

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The difference between Afl and formative assessment.
Different Formative assessment strategies.
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The thin line between AfL and Formative. Might take time to plan effectively with involve the right assessment to take place.

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-evaluate my formative assessments in my future lessons.

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-evaluate my formative assessments in my future lessons.

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- get students in generating their own SC before they start an activity.

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Confusion between formative and AFL

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1.I will include Black and Wiliam and The Assessment Reform Group to reference about Formative Assessment.
2. I will organise my submission folder and label the pictures I've used in the Appendix

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Evaluating the formative assessments in my future lessons as time might consume or refrain me from doing it.

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1. Re-evaluate how I use success criteria, do I give enough opportunities for students to evaluate this?
2. Need to re-write some of my write-ups to clearly distinguish my understanding of why certain formative assessment methods are used (evaluate them in the criteria learnt today).

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1. Implement the new strategies I learned today into my classroom
2. Remember that the outcomes/objectives are more important than following the exact instructions as I sometimes focus too much on them following instructions as they have been given.

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Complete my reading-
I feel overwhelmed with all the reading that has to be done combined with the online teaching.

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I need to be able to reference my writing to well established theories, need to revisit this back in all my write-up.

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Finding/making time to give all students the proper feedback that they need

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Allow more thinking time, guided questions and prompting for lower ability learners.
Will us Black and Wiliam as reference for formative assessment.

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Reflect on the success criteria with learners and target setting.

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I will implement new strategies learnt. such as, over the shoulder. Give 1 take 1.

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Need to read black and William again.

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1. Using WWW and EBI in the planning of lessons.

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1. Using WWW and EBI in the planning of lessons.

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2. TO monitor and assessing the progression in the learner's understanding by means of differentiating learning.
3. Reflect on teaching and learning outcomes and improve further on the impact on learner's understanding.

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1. Analysis of my own lesson, to be able to cater to learner's differentiated learning ability.

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1. Analysis of my own lesson, to be able to cater to learner's differentiated learning ability.

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2. Thinking more about the evidence of PRACTICE, LEARNING AND REFLECTION.

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DECIDING WHO NEEDS MORE TIME AND SUPPORT

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DECIDING WHO NEEDS MORE TIME AND SUPPORT