Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Strategies for:

- co-develop/unpacking assessment criteria

- enhance shared understanding of intended learning outcomes

Mention it on managebac Lesson experience

Add it on PPTs

Refer to subject guide frequently

Color code criteria (AO1/2/3) and try peer review.

• Vedika Sukhatme

MATH A & A

Strategy for developing Assessment Criteria:

Student is sent a problem and criteria it is addressing and is expected to present to class the next say in their own words.

Explicitly write the learning outcome on the board at the beginning of the class. At the end of the class check in with students if they feel confident that the learning outcome has been met or not.

French B SL

1. Unpacking the criteria needs to be done through a practical method of peer teaching and peer assessing a sample using the criteria practically so that students have a hands on experience of the same

2. Learning outcomes - exit tickets as reflection statements at the end of the class, clearly articulating the assessment or learning outcome that was achieved during the class

   Writing the learning outcome clearly and visibly on the board at the beginning of each class.

Mini design projects that are student led; the students assess their work on the basis of the rubrics given or analyze their work comparing it with exemplar work.

For commentaries students are asked to paste the AO

The same can be done for practice answers / during discussion in class

looking at paper requirements for each Paper

Sharing examples

Goal settings. - As we unpack the unit, and understand the expectations and requirements of thr unit. We set us goals for learning and completing the task or unit.

Periodic assessments - Helps students to strengthen understanding of learning outcomes as students receive constant feedback.

French ab initio

1. Unpacking: Explicit discussion on the marking criteria (supported with samples) prior to every summative assessment.

2. Learning outcomes: Highlighting the current inquiry question at the start of every lesson. And, at certain intervals, students should benefit from looking at the topics covered, and where it places them in relation to the target learnings and skills.

Student can write a brief response to what they had learned, they can paraphrase their learning in one paragraph in limited time.

In Economics we put it on PPT and also discuss in reflection. We discuss shared learning experience. Also scaffold Formative and criterias.

unpacking assessment criteria - peer/self assess exam style question with written feedback for self/peer improvement

shared understanding of learning outcomes - unpack assessment objectives- link AOs to command terms/ link to every concept

1. To activate student participation in co- developing / unpacking assessment criteria:

   • create graphic organisers with key words and feature.

2. To strengthen students understanding of LO:

   • Formative assessment strategies such as exit slips, presentations, group work

     
     

1. Talk clearly about the content and learning objectives to be assessed.

2. Discuss the same in one class with them.

3. Talk about the difference between short and long response qns.

Mini Projects or Pilot project that are designed to unpack the assessment criteria of the components, later co construct the rubric based on the learning outcomes.

UNPACKING CRITERIA

• students are shown a good example and a weak example

• they have to decide which one is better than the other

• they are given the criteria and asked to assess according to them and justify, e.g : language is varied because there is a wide range of words related to the theme (students have to say which words) ; regarding the sentences structures, after a reminder of grammar rules (verbs and adjectives agreements), how many sentences look correct... ; for the message, how many ideas can they point, are they supported by details and/pr example... for the speaking exams, which cultural aspect is provided, is it developed or just outline?

• they say how the weak model could be modified to get a better mark

Learning outcomes :

• recap what has been learned during the previous lesson

• learning are written on the board/slide

• sometimes, students can decide what the learning outcomes will be in order to complete the task (what do they need to know)

• exit ticket

• compass

• checklist and self reflection

-Introduce the Guiding question for the respective sub unit from the subject guide. ---Class discussion based on prior learning and scaffolding the guiding question.

Display the learning outcomes from the guide.

-Make real world connections for meaningful learning.

-Have short exercises to check student understanding.

-End of class students inform their understanding, Verbally/ worksheets