Chapter 4 Eliciting Evidence of Learners’ Achievement
This chapter dives into where a student is in their learning. Are they getting the right answers for the right work or by accident? After reading this chapter it is essential for Educators to plan their assessments in a way that students cannot accidently get the right answer so the Educator may know that the students have complete understanding of the content in order to get all right answers.
Asking questions do have benefits, but those questions need to be well thought of and planned. Wiliam says, “High-quality questions may be the most significant thing we can do to improve the quality of student learning.” If done correctly they can provide information for a teacher to know what they need to do next. In some cases it is better to state your point than ask a question with little discussion potential. Listening not only to what they are saying when students answer, but also interpretively will help teachers understand how other ways of teaching content may be better than what was originally used.
Engagement is another useful tool that helps us learn. When we sit back we hinder our own learning. Giving students an option to participate helps those that are brave and hinders those that are not. Using tools similar to popsicle sticks and phrases such as “I’ll come back to you” makes everyone accountable to their own learning. Exit passes and similar types of activities will also help Educators see and understand where their students are in their own learning. Therefore the teacher will know whether they can move on or review again the content.