This is week two of the Pedagogy First series. If you saw last week’s one on retrieval, you know the idea: take a core area of teaching and learning, ground it in research, and make it as useful as possible in one place, or at least that’s what I’ve tried to do.
This week, I looked at formative assessment.
Formative assessment is a cornerstone of teaching and learning, but sometimes it just gets conflated into “checking.” Mini whiteboards, exit tickets, quiz apps. They are tools, though, they are not the thing. The thing is more precise: it’s about working out what students are learning, gathering evidence of where they actually are, and doing something with that evidence, and building the conditions for students to do the same for themselves and each other.
Of course, I can’t take credit for that thinking, that’s Black and Wiliam, but it runs through the whole graphic.
The 24 strategies are organised around Wiliam’s five formative assessment strategies, and each card names a strategy, explains why it works, says where technology can serve it, and cites the people behind it.
You may also notice five cards on feedback. They sit within the ideas of formative assessment, but in my next infographic, which focuses on feedback, I go deeper.
The infographic is free to download, print and share under Creative Commons. If you use it in a department meeting or a training session, I would love to know how it goes.
Remember, each of the infographics will be put together into a usable PDF together with some writing I’ve put together to help make it into a handy little guide for you, at the end of the 6 weeks.
