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I must admit that I’m still getting to grips with the whole MYP thing. I love the idea of it and how skills are just as important as content. I am a bit draconian still and I’m hung up on the kids having some sort of content based knowledge when the leave the classroom. In this regard I like the exit card strategies and the re-telling. I love that I teach geography and that the kids in my school love it as much as they do, and with there being such diversity they love to share with the class about the things we study that they have seen in their home countries. During these times I get to a great idea of what they have learned and any misconceptions that they have.

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 Martha: Formative assessment or assessment of learning:

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 Martha: Formative assessment or assessment of learning:

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Formative assessment refers to a range of formal and informal assessment techniques conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

Formative assessments create a platform for differentiation and are extremely important if we are to address student’s differences, meet their learning needs and raise their level of attainment.

Exit ticket

At the end of the lesson, students hand in a ticket filled out with an answer to a question, a solution to a problem or a response to what they learnt. Students could be given different questions or different problems.

Exit ticket help teachers assess if students have mastered what was taught and identify barriers to learning that individual students could be experiencing.

Teachers gather and analyse student’s responses and adapt the lesson to meet the student’s academic needs and set new academic goals.

It is however essential that whilst the teacher uses exit ticket to evaluate student’s attainment, they also provide feedback to students on the progress they have made.

Exit tickets can be designed using google forms ensuring that there is a platform for feedback.

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Students at the beginning of most of the lessons have what I call a "Do it now". This is a question based of the work covered in class and students engage with the question for about 5 mins. Then a brief class discussion follows to give feedback. Any students that need assistance regarding that question if they still do not understand or have little understanding after feedback are then encouraged to attend academic support lessons after school for further assistance.

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I like formative assessment.  we always use question box. There is a question  box on the table, when student come to the classroom they will choose one question. student will read it loudly and answer the question. if they don't know, they can ask help. other student will help each other. student also can create their own question related to unit.

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There are quite a few strategies which I keep are a regular appearances in my lessons. I love to do Exit Ticket as it provides to plan my next lesson better.  Sometimes a quick poll to have an understanding about whether they have got the task or not.

I also quite a lot resort to Gallery Critique as it gives every student with multiple perspective and a clear view of what and why to improve.

Feedback(peer, self or teacher) is always on SIR format.

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Although examinations are often considered to be summative assessments, I give learners a detailed analysis grid to complete when we hand the exams back that can turn them into a more formative task. I specify the topic and expected cognitive level for each question and they complete the grid by filling the mark they achieved for each question. When they add everything up they can see the percentage for each topic and cognitive level. I ask them to write a short reflection on the challenges and the action they intend to follow to address their challenges. I find it gives learners a more focussed approach and "metacognitive"

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Formative assessments are used by teachers as a way to measure students progress and to guide our instruction. As many drama teachers see students as little as once a week, formative assessments can be a quick and easy way to gauge student progress.

Teacher Observation AND Self Reflection:

Filming Student Work for Personal Review and Reflection

In my teaching, I have found that filming student work (on a video recorder, iPad or laptop) is an excellent tool for formative assessment. Students can watch back their work in drama. They can then think about, discuss and analyse their strengths and areas that they need to improve on. A recorded record of student work is great for the teacher to go back and evaluate without distraction.

Self-Assessment:

Creating Goals Based on Descriptive Feedback

I use a tool for descriptive feedback known as DIG:

D- what I have done well

I- ways to improve. Student makes a list of things they can improve for next time, or if it is mid-assignment, how they can improve for the end assignment

G-goals to make. Student or teacher can suggest goals for student to have next time.

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I recently saw this in a colleagues class and have subsequently tried it out with 9th Graders . It was very effective.
Students draws a concept or skill relevant to the unit from the hat as they walk into the class. They then have five minutes to check all sources of information at their disposal.
Students sit facing each other and have 2 minutes to explain the concept or skill they drew from the hat. The non presenting student gets to ask three clarifying questions. The process is repeated until all students have had a chance to present. Students then have to then rate the explanation (I got it), (I got most but...) or (I am totally lost). They have to substantiate their choices.
I found it really useful to see who is onboard or not.

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I find this one of the most rewarding exercises. I love sitting with the student and allowing us to read their work together. I often let the student read their work outloud. I love seeing how they start correcting their work as they read. Often at this point I let them carry on, on their own and let them come back for feedback from them about the changes they made and why.

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I like observing students and overhearing their conversations when they are working in groups. It gives me the opportunity to pick up any misconceptions. At times they are coming up with questions which they will only pose to their friends. And if i overhear a questions, then it gives me the opportunity to throw in some guiding questions.
I like misconception analysis as well. This helps build students' critical thinking skills. Visible thinking strategy
"I used to think and now i think" is quite helpful in eliciting relevant responses

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Something similar to the Question box/ board that I use is the 'Student Voice Board.' This is one display board in my class that I dedicate to student questions for me or lesson feedback. I allow for 5 minutes at the end of some lessons (maybe ones that I feel students didn't grasp everything) and allow them to post their questions anonymously. This then provides me with an accurate start point for the next lesson!

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A lot of the ideas suggested by Fisher, Douglas and Frey are used in almost every lesson of PHE. Something which I haven’t used and especially like is the ‘whip-round’. This could be something that we could start to incorporate. With individual white boards and pens, this would be a great plenary or even used during a transitional stage of a lesson (hinge question). The content of each answer will be varied from student to student, thus gaging a clear idea student’s level of understanding and providing necessary feedback to aid in planning.

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I think that peer and self assessment are vital formative assessments so that students can learn from each other and 'learn how to learn' on their own! I also like SIR (strengths, improvements, reflection) next step marking and bounce questioning in class.

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For me formative Assessment is one of te most important parts of the MYP.  We are preparing students to be a part of the 21st century, a world in which there is a 65% chance that they will be doing a job we have not heard of.  A world where they will have to change their job frequently.  It is essential that we create students who are risk-takers and not afraid to make mistakes.

This is a real challenge for schools that are changing from being traditional to MYP schools.  Traditional schools created students with a fixed mindset.  They were students who did not want to try anything new unless they were sure they would succeed.  They did not want to work at anything but the bottom layers of Bloom's taxonomy.  The world of the future requires people who are creative risk-takers willing and able to take on new challenges regularly as the rate of change accelerates.  We need students to learn how to have a growth mindset.  It is the MYp's commitment to formative assessment that fosters this kind of growth within our students.  Long Live Formative Assessment.