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It is the most powerful tool for teachers to reflect on their practices. It is a regular process within the lesson as well.

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It is the most powerful tool for teachers to reflect on their practices. It is a regular process within the lesson as well.

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not just class test, every piece of work can be used as a diagnostic tool.

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YES!
- analyse students' answers and come up with solutions to help students' close their learning gaps
- use data collected meaningfully
- FA also helps us to address our teaching - identify which components needs addressing - PD for teachers that will eventually impact students' achievement

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Yes. Looking at the AFIs from the test, we can get feedback on what students are weak at and we can modify our teaching to help bridge the learning gaps

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1. Analysis of the paper done - followed up by providing feedback. Analysis of components (found in exam paper) to help create more resources for students

2. Spend more time revising on the topics

3. Awesome-meter?

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check out activity used for PE - to rate the level of confidence in the skills.

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-Yes, if there are follow-up actions done with the data.
-Corrections
-remediation
-Analyse grammar items students are weak in, coming up with resources.
-banded assessments, based on ability level, fairer and HP are stretched.

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White board to check the understanding
plicker
Exit card
check-in with students
peer assessment
1-1 conferencing or teacher to conference with a group of students
feedback marking for compo

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Using the evidence of learning to come up with follow-up correction activities i.e., error analysis and re-exercises

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MA - white boarding -  it is fast and efficient, immediate feedback. Online quiz.
EL - white board activities, use of FA kit in handbook, kahoot quizzes, exit passes, writing checklists with success criteria
Sci - Kahoot quizzes to check on students understanding, topical worksheets.

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EL: Exit tickets / Exit passes - smiley faces, uncertain faces. Talking ice-cream sticks, ball-tossing; to provide feedback on peers

Math: Ask a question, students to answer the question on the mini whiteboard.

Art: 1,2,3 & Colours; Checklist

MT: Word/Character cards - test random words to check if students remember.

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WALT to help students understand learning objectives, using videos and images to arouse and engage learners, using explanations to clarify learning and then designing tasks to collect evidence of learning

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el , sci, math - mini whiteboards to get instant feedback and provide feedback. Using of padlet wall - use for peer feedback can also be used.

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-exit tickets, at the end of lessons e.g. 321, point out misconceptions, things they are curious about
-factual fluency before every lesson (what students know)
-hanyu pinyin using whiteboards, checking of pronunciations
-checklists for PE, reflect on movement patterns

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Via daily observatuin, rubrics, exit tickets, entrrane tickets

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An informed tool where the students are, where they are going and how they can het there.

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It is about collecting, assessing, and using evidence of learning to bridge learning gaps of learners.

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allows the teacher to change their instructions in the way they teach. Allows student to know where their learning gaps are for the improvement of their own learning. Students to be actively involved in their own learning. Collecting evidence of learning to bridge learning gaps.

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Not just about sitting down to finish a test paper - the teacher will assess the results; to gather data to provide feedback to students.

It is about giving timely feedback to students.

Not bogged by grades or numbers - more of collection of data - act as a signal for teachers - if we could move on in our lessons.

Informs students & trs at the point of learning; on how to reach their goals, adapt our teaching and learning, bridge the learning gaps.

Should be done on a more regular basis; it's also like an assessment of our teaching. Monitoring should be on-going; help us plan for our lessons ahead.

Immediate feedback, to clear misconceptions.

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Formative is to give feedback to make the improvement.

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Of cos. Once we identify the common concepts that students struggle with, teacher can use tt to re-teach or teach differently.

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-A way to gauge students' learning
-See the need of tweaking instructions
-tools used to support academic needs
-developmental and ongoing during lesson
-aids in planning of next lesson

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Yes, we can identify and assess the teaching and learning gaps and we can design our lessons to suit the learning needs of of the students.

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- conduct FA with the SA in mind
- understand where the students are and what I need to do in the subsequent lessons to value add my students learning
- outcome of FA should inform our decisions on teaching and learning activities to help students to learn better
- think from students' point of view, helps to build confidence,
- success criteria helps to make learning intention explicit and helps students to assess their own learning
- FA should be done continuously, developmental in nature
- formal and informal tests

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Through feedback, assessment for learning.

# data[].attributes.body
It's about collecting information, assessing for learning and providing feedback to close the learning gaps of the learners.

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Is developmental, continuous, can be formal or informal