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One challenge I face when implementing AFL (Assessment for Learning) activities in the classroom is managing diverse learning levels among students.

For example, during a peer-assessment activity, some students may quickly understand the task and provide meaningful feedback, while others may struggle to participate or hesitate to share their ideas. This can make it difficult to keep all students engaged and ensure that the activity benefits everyone equally.

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Group 3- Ms.Alina,Madiha, Mariam Hasham and Zainab

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Group 3- Ms.Alina,Madiha, Mariam Hasham and Zainab

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While using AFL activities in the classroom, we may face difficulty managing feedback in a large class. For example, during an exit ticket activity, some students may give incomplete answers or copy from others. We may also struggle to check all responses and provide meaningful feedback in limited time. This can make it challenging for us to use AFL effectively to improve student learning.

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1. Short attention span – Nursery students lose focus quickly during activities.

2. Limited communication skills – Children may find it difficult to express their understanding verbally.

3. Different learning levels – Every child learns at a different pace, making assessment challenging.

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Group 3: Atiya, Kiran, Zainab, Bushra, Noor-us-Sahar

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Group 3: Atiya, Kiran, Zainab, Bushra, Noor-us-Sahar

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Time management, In Peer checking many students show lack of acceptance,

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Time and class size issues: Teachers find it difficult to give individual feedback and use AFL effectively in large classes with limited time.

Short attention spam

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Different learning levels

Some students participate actively while other’s may feel shy or depend on other classmates.

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Young children have short attention spans.

Children may not understand self-assessment or peer assessment.

Nursery students need constant reinforcement and repetition.

It can be difficult to assess every child individually in a limited time.

Some children are shy and do not express their understanding verbally.

Different learning paces make assessment challenging.

Maintaining classroom management during activities can be difficult.

Children may forget concepts quickly without regular practice.

Limited communication skills can affect responses and participation.

Parents’ support at home varies from child to child.

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As a group will discuss and come up with one scenario you  feel exemplifies the challenge you might face while executing AFL activities in the classroom

Share your scenario with the challenge on the Padlet wall.  The other groups to discuss and suggest solutions for that problem. This will provide an opportunity for all to share their concerns and together come up with solutions. The participants will realise that at times the problem they face, some other participant had been through it and resolved it.

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I used the Think-Pair-Share activity in my class, where I first asked students to think individually about a question, then discuss it with a partner, and finally share their answers with the class.

I faced a problem where some students relied too much on their partners instead of thinking on their own. I also noticed that quieter students were less active and did not fully participate in the discussion.

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Challenges Faced While Implementing Traffic Light Strategy (AFL)

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Challenges Faced While Implementing Traffic Light Strategy (AFL)

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In a class, I used the Traffic Light Strategy as an AFL activity. Students were asked to show green, yellow, or red cards to indicate their understanding of the lesson. However, many students did not respond honestly because they felt shy and afraid of being judged by their classmates. Most students showed the green card even when they had not fully understood the lesson. As a result, I could not accurately identify the students’ real learning levels.

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While conducting AFL activities, I sometimes face difficulty in ensuring that all students participate equally. Some children are very active, while others are shy or lose focus quickly. Managing time and giving individual feedback to every child can also be challenging.

1. Students not participating equally

2. Shy students avoiding answers

3. Difficulty in classroom management

4. Limited time for feedback

5. Students not understanding instructions

6. Different learning levels in one class

7. Keeping students engaged and focused

8. Managing large class size

9. Difficulty in assessing every child individually

10. Lack of resources or materials

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While conducting AFL activities, I sometimes face difficulty in ensuring that all students participate equally. Some children are very active, while others are shy or lose focus quickly. Managing time and giving individual feedback to every child can also be challenging.

1. Students not participating equally

2. Shy students avoiding answers

3. Difficulty in classroom management

4. Limited time for feedback

5. Students not understanding instructions

6. Different learning levels in one class

7. Keeping students engaged and focused

8. Managing large class size

9. Difficulty in assessing every child individually

10. Lack of resources or materials

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AFL Strategy: Peer Assessment

Difficulty: Some students may feel shy or uncomfortable giving feedback to classmates.

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AFL Strategy: Exit Tickets

Difficulty: Limited class time may make it hard to check every student’s response.

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AFL Strategy: Questioning Technique

Difficulty: Only a few students may answer while others stay quiet or disengaged.

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Scenario:

During an AFL (Assessment for Learning) activity, some students do not participate in peer feedback because they feel shy or afraid of making mistakes in front of others.

AFL Strategy:

Use the “Think–Pair–Share” strategy. First, students think individually, then discuss with a partner, and finally share with the class. This builds confidence, increases participation, and encourages constructive feedback in a supportive environment.

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Grade 2 AFL Challenge Scenario

Scenario:

During a Grade 2 English lesson, the teacher used an AFL activity called “Thumbs Up, Thumbs Sideways, Thumbs Down” to check students’ understanding of describing words (adjectives).

Some students confidently showed “thumbs up,” but during independent work, the teacher noticed that many children were still confused and unable to correctly identify describing words in sentences. A few students copied answers from their classmates instead of attempting the task themselves.

At the same time, some shy students did not participate in the AFL activity because they were afraid of giving the wrong answer in front of others. Due to limited class time, the teacher also found it difficult to give immediate feedback to every student.

Challenge:

The AFL strategy did not give a completely accurate picture of student understanding because:

Some students pretended to understand.

Shy students avoided participation.

Peer copying affected assessment accuracy.

Limited time made individual feedback difficult.

Suggested Solutions:

Use mini whiteboards so every child writes an answer individually.

Pair confident students with shy students for support.

Use exit tickets at the end of the lesson for quick understanding checks.

Give specific verbal feedback instead of only saying “good job.”

Create a classroom environment where mistakes are seen as part of learning.

Rotate AFL strategies to keep all students engaged.

Learning Reflection:

This activity helps teachers understand that classroom challenges are common, and sharing experiences with colleagues can lead to practical and effective solutions.

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AFL Strategy: Exit Tickets

Difficulty/Challenge:

Some students may copy answers from others or give very short responses, making it difficult for the teacher to assess their true understanding.

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During my KG lessons, I often use AfL strategies such as one-minute papers, exit tickets, and even Four Corners activities on Padlet to check students’ understanding. However, I have noticed that many children tend to copy each other’s answers instead of sharing their own thinking. As a result, I am not able to accurately assess their individual understanding or identify their real learning gaps. This made it challenging for me to gather authentic evidence of learning through these AfL activities.

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During my lesson, I used the Think–Pair–Share strategy. I first asked students to think about a question on their own, then discuss their ideas with a partner, and finally share their responses with the whole class. The activity helped students work together and exchange ideas, but I noticed a few challenges. Some students depended too much on their partners and did not spend enough time thinking independently before the discussion. I also observed that some quieter students stayed less involved and were hesitant to participate actively during the pair and share stages.

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While using ICT based AFL activities in the classroom of Kindergarten students we usually face these challenges

Internet or technical problems interrupt the activity, and also causing frustration among learners.

Different work speeds of students,making it difficult for the us to support everyone equally.

Sometimes we struggles to observe individual learning while also solving technical issues and managing classroom behavior.

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During a math lesson, students used traffic signals to show their understanding. Many students showed green signal even when they were confused because they did not want to appear weak in front of others. As a result the teacher could not correctly identify which students needed additional help.