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Yes, but I need to get better with this strategy by identifying both obvious and subtle student needs.

Viessa

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I strive to make daily reflections / self assessments as a part of the lessons. Constantly having them question their strengths and limits, apply the how and why for better understanding.

Viessa

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My design is still developing as I will have a structure for the formative assessments throughout the year, but involve students when concepts are more difficult to understand.

Viessa

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We execute different styles of assessments. Such as Harkness Tables or Mock Trails, with a formal reflection at the end.

Viessa

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During the assessment process, we use peer reviewing and collaborate on the limits. Later we redo the same assessment to measure the students growth.

Viessa

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Absolutely. If the students (as a whole) don't get it, then they need more practice and I need to slow down.

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Absolutely. If the students (as a whole) don't get it, then they need more practice and I need to slow down.

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--Patricia

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Self-assessment is a part of every lesson. (Thumbs-up, thumbs down). We also do pair teaching to help students assess their levels. 

# data[].attributes.subject
Self-assessment is a part of every lesson. (Thumbs-up, thumbs down). We also do pair teaching to help students assess their levels. 

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--Patricia

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Creative, individual-made, problems. Student help out in designing questions.

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Creative, individual-made, problems. Student help out in designing questions.

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--Patricia

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Smaller assessments (thumbs up, thumbs down) help me know if they get the concept/skill. We also do practice problems.

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Smaller assessments (thumbs up, thumbs down) help me know if they get the concept/skill. We also do practice problems.

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--Patricia

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Students do creative problems, individually designed, to demonstrate learning

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Students do creative problems, individually designed, to demonstrate learning

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--Patricia

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We do quick quizzes (5 minutes) to assess skills. If the students can't do it, it means they haven't mastered it and still need practice. 

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We do quick quizzes (5 minutes) to assess skills. If the students can't do it, it means they haven't mastered it and still need practice. 

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-Patricia

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I let my students grade some essay from external resource based on IB rubric. They also learn to correct the mistakes. To avoid make same mistakes.  

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I let my students grade some essay from external resource based on IB rubric. They also learn to correct the mistakes. To avoid make same mistakes.  

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--Grace

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I let my students choose the assessment way or present their suggestions in assessment that is helpful to them.

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I let my students choose the assessment way or present their suggestions in assessment that is helpful to them.

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--Grace

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I encourage my students take turns to be IA simulation volunteers in class, other students listen to our dialogue, and reflect their ideas. 

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I encourage my students take turns to be IA simulation volunteers in class, other students listen to our dialogue, and reflect their ideas. 

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--Grace

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self-assessment of art processes/resolved works/media exploration/experimentation and peer critique of artworks in visual arts paved the way for improvement and skills development.

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I do multiple formative assessments on a topic before administering a summative assessment to students. The feedback from students helps me to change my methodology of teaching and adopt a different approach for their better learning.
-Shweta

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Peer marking, providing rubrics and reflections help students self- assess.
-Shweta

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I have recently done this in one of the classes where students are choosing their own method to showcase their application of concept in real life.
-Shweta

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Lab work, activities followed by critical thinking questions, examples of questions from past papers, group discussions, team projects are some of the ways that help me ensure that students do and perform during classes.
-Shweta

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Various methods such as labs, worksheets, group discussions, posters, videos, articles, quiz are used to give everyone an opportunity to learn as per their learning style.
-Shweta

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I allow my students to redo assignments. It helps them to clarify their concepts. We also discuss the general mistakes made by the class on an assignment and so mistakes become a learning point for all the students.
- Shweta

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We often have the formative assessments as a quiz. However, students are also assessed through a formal presentation and writing to express their understanding of different laws and theories.
- Sandy

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I sometimes allow my students to have a redo of the same quiz after a few days if some of them have failed. It allows them to re-study the same contents again and try the same quiz. A redo of a formative assessment would foster learning.

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I sometimes allow my students to have a redo of the same quiz after a few days if some of them have failed. It allows them to re-study the same contents again and try the same quiz. A redo of a formative assessment would foster learning.

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- Sandy

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Many of the formative assessments in TOK require students to actively participate, whether it is through discussions, presentations, Harkness tables, sketchbook reflections, critical thinking exercises.

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I don't generally involve students in the actual assessment design process (although I'm open to it), but I often embed student choice in regards to means of assessment, presenting ideas, demonstrating knowledge and understanding, etc. Many formative assessments in TOK are reflections but these are often open-ended and students are open to reflecting in different ways and methods.
-Katina

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I ask the students to give self-assessments of their presentations and essays. The self-assessments for the TOK presentations are particularly helpful for me as a teacher to gain a better sense of the students' thought processes and perspectives, and I use these to formulate my teacher comments on the presentation planning document (PPD).
-Katina

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I generally like to give students choice with formative assessment, where possible, i.e. choice of oral presentation, poster, mindmap, video, written reflection, etc. I do believe students have different strengths and means of best expressing themselves and their ideas and thus, we should give them a variety platforms to do so.
--Katina

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Students are asked to demonstrate understanding by working through examples on 2 large white boards. This enables me to access and provide support at an individual level. During this activity students can see how their peers are performing. Stronger students mostly help weaker students during these activities. This approach is applicable to problem solving parts of the course

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Students are asked to demonstrate understanding by working through examples on 2 large white boards. This enables me to access and provide support at an individual level. During this activity students can see how their peers are performing. Stronger students mostly help weaker students during these activities. This approach is applicable to problem solving parts of the course

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Eamonn

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I have taken to heart the importance of getting them to practice their IA in incremental steps as suggested by the IB workshop leader; letting students fail first and early. I want them to carry out the parts of the IA under a "safe" environment. If they don't get it, then I know I have to give them more support before they do the real IA. Or if they aren't getting it by then, I have to eventually recognize that we have to move forward. - Kat

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students have to show how they evaluate something like a model or a solution -- we just did this in class today so it's fresh. Peers work together and I get to give them feedback as I walk around in class. These steps will hopefully help them later in getting better at evaluating on their own. -K

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On occasion I let students show how they understand something by making their own analogy and present this to others. - Kat

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I do not give large summative assessment until they have all approved their attainment in each objective (shared at the beginning)

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I do not give large summative assessment until they have all approved their attainment in each objective (shared at the beginning)

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-Brian

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Every topic/unit ends with a review of individual attainment. Students are typically brutally honest here and then get to reflect on how to move forward

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Every topic/unit ends with a review of individual attainment. Students are typically brutally honest here and then get to reflect on how to move forward

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-Brian

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Open structure demonstrations allow students to choose the mode of their deomstration

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Open structure demonstrations allow students to choose the mode of their deomstration

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-Brian

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small incremental assessments are key! These can be threaded together later to demonstrate a comprehensive understanding of larger skills/concepts.

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small incremental assessments are key! These can be threaded together later to demonstrate a comprehensive understanding of larger skills/concepts.

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-Brian

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open structure demonstrations allow students to present concepts in a familiar and safer way. sometimes you even get a new technique.

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open structure demonstrations allow students to present concepts in a familiar and safer way. sometimes you even get a new technique.

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-Brian

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I have my students grade themselves on a dummy run of upcoming assignments. they get a good understanding of they are graded and we get to debate if they truly get a concept. 

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I have my students grade themselves on a dummy run of upcoming assignments. they get a good understanding of they are graded and we get to debate if they truly get a concept. 

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-Brian