The purpose of this learning event is to determine the extent to which each student has achieved the learning objectives for the lesson. It is not enough to ask students whether they have achieved the result. The teacher should be able to objectively identify whether they have achieved the result. This can be done, for example, by a task whose performance shows that the student can do exactly what is mentioned in the attainable objective of the lesson. Only after the students have performed the task and determined whether it has been done correctly, can the teacher ask the students if they have achieved the result of the lesson by asking to base their response on the results of the last completed task. Thinking about learning is also happening at this stage. It can be promoted by asking students what and how they did in the lesson and how they could do it better next time. With these questions, we can actualise more productive forms of behaviour and cooperation, the most appropriate learning strategies for the situation and etc. [Skola 2030.lv]
The description of the method. The students are given a question or a problem and are asked to answer it on a post-it. Then the teacher collects the small pieces of paper and can check whether or not the students have understood the topic. (Method is offered by Norway)
Mathematics. If you roll a dice. What is the probability of rolling a six?
Social sciences. What does «revolusjon» meen?
Description of the method. In 5 minutes time students freely write about the things acquired during the lesson, including a description about what he got to know about the topic of the lesson and about the question he did not receive an answer. (Method is offered by Latvia)
Description of the method. A student is offered two types of cards - green and red, if he chooses the red one he says one sentence he learned, if the green one- the question which was not clear. (Method is offered by Latvia)
Description of the method. In order to learn students’ opinion about the acquired topic, the teacher prepares A1 format sheets of paper on which unfinished sentences are written and they are placed in the room. Students move around and write their opinion, comment and add to what others have written. Afterwards the teacher can ask them to read statements aloud and the answers are summarized. (Method is offered by Italy & Latvia)
Possible versions:
Till the next lesson I will...
I am pleasantly surprised, because ...
It is necessary for me to improve...
Today I learned that...
Never...
I want to tell my classmates...
I am not sure if the aims set today...
The teacher reads a text and asks the students to complete sentences on a scheme/label… This task could also be used for children with special needs.
Description of the method. The following exit tickets are offered as a way that can help a student to reflect on his/her learning process and for the teacher to understand how the class and each individual has been successful with the task. In order for the evaluation process to be more purposeful, before the exit ticket is given to students, the learning objective is recalled. (Examples of exit tickets) (Method is offered by Latvia)
The description of the method. To evaluate the work “Pizza” with x pieces are offered - each piece is one aim/ task which has been done. Everybody marks his/her position - closer to the middle- the objective is achieved, closer to the side - it has not been achieved. (Method is offered by Latvia)
The pizza method can also be used to encourage students to evaluate the group work. The bigger piece, the more the work has been done. The students draw a pizza for their group and write answers to questions. For example - Why do you think the contributions of each member of the group are like this, how would you explain it? Was everyone invited to participate in the group's work and were all the ideas heard? How could cooperation within the group be improved? And so on.
The description of the method. At the end of the lesson, students are invited to write 3 things that they did well and why, another 3 things they want to improve and how to do it. (Worksheet with examples) (Method is offered by Norway)
Description of the method. Each student receives one foot cut out of paper (as the lesson's footprint.) The task - to write one cognition about the things done during the lesson according to learning objectives. (Picture "Foot") (Method is offered by Latvia)
Literature. My one cognition about the poetry of E. Veidenbaums.
Description of the method. In order to find out the students' views on the topic they have learned, the teacher prepares paper sheets on which the students write a treasure which will be placed in the lesson’s “treasure chest”. The students write their treasures on a paper strip, fold it up and put it in the chest. When everyone has put their treasures in the chest, they are mixed up. The teacher then invites each to take one piece of paper from the chest and read aloud what is written on it and comment on why it could be the lesson’s treasure. (Method is offered by Latvia)
The description of the method. At the end of the lesson the teacher asks students to take their lesson's temperature, noting in the thermometer their accomplishment. It can be done by posting post-it notes or writing the student's name next to appropriate thermometer's point and etc. (Example of thermometer) (Method is offered by Latvia)
Description of the method. Different faces are attached to the classroom door. Under each of the faces is different writing. At the end of the lesson the teacher asks each student to assess his/her work during the lesson and imitate/ show one of them (in this way assessing their work during the lesson). (Method is offered by Latvia)
This method is used in primary school and also in the art lessons.
It went very well!
It was necessary to think a lot!
I understood everything!
A lot of questions remained!
I tried to work hard.
The description of the method. The teacher prepares a table with the description of the knowledge and skills acquired during the lesson, which are evaluated at the end of the lesson or topic. (Examples) (Method is offered by Norway)
The description of the method. The student evaluates each statement about his learning process with numbers from 1-5 (1 it is not true; 5- absolutely true)!
In this topic I understand everything.
Course book helps me to understand the topic.
It is easy to listen to, that helps me.
I have a lot of difficulties in this topic.
It is very helpful to me if I can discuss the ideas with others.
It is easier to study in the group.
or
Evaluate your work in the lesson from 1 to 10!
or
In order to understand the topic better, the teacher could….
The best way to study is...(Method is offered by Latvia)
The description of the method. At the end of the theme/topic students fill a “skills sheet” where the student can mark which from the teacher's planned/intended skills he/she has acquired, partly-acquired or not acquired. The most important things in this evaluation are conclusions (written by a student) and further tasks (tasks for further work). (Example for skills sheet) (Method is offered by Latvia)
The description of the method. On the classroom wall there is a paper with a title “Learning Objective”. Every lesson the teacher places the learning objective for that lesson under the title. At the end of the lesson students get post-it notes in two colours: on one students have to write what they have learnt in that lesson (“Today I learnt/understood…”), on the other, what they did not understand in the lesson (“I did not understand…”) Students put post-it notes next to the learning objective sheet- on the one side what they have learnt/understood, on the other-what they did not understand. (Example) (Method is offered by Latvia)
The description of the method. Evaluation has to improve student’s relationship and collaboration skills, add experience, and incite purposeful reflection about their own work. In this way, evaluation becomes a phase of learning that leads the students to have an active role in their own learning process.
An exhaustive evaluation should consider not only the students’ final product but also their process carried out to reach it. “The systematic observations allow the teacher to detect the process, that is the operations that the student performs to correctly interpret the task ..., and to enhance external resources (books, technologies, ...) and internal resources (commitment, collaboration, ...)”. The Italian C.M. n.3/2015 (guidelines) provides the subjects on which to focus the Systematic observations. Then, the teacher defines the levels for each item (Advanced, Intermediate, Basic, Beginner/Elementary). [C.Petracca “Valutare e certificare nella scuola” Ed. Lisciani 2015, pag.102.] (Method is offered by Italy)
The accompanying material intends the teacher to re-evaluate a particular student 3 times. The material is intended for the use of a teacher for observation purposes. (Observations form)
The description of the method. The student is asked to: “tell what were the most interesting aspects for him and why, what were the difficulties he encountered and how he overcame them, let him describe the succession of operations carried out highlighting the most frequent errors and the possible improvements and, finally, to make the self-evaluation not only of the product, but also of the production process adopted”. Teacher can offer writing such an autobiography at the end of a project or topic where it is needed that the student purposefully evaluates his/her experience thus promoting learning from it [from the Italian C.M. n.3/2015 (Guidelines)]. (Worksheet) (Method is offered by Italy)
The description of the method. The method is more suitable for younger students. Touch your head with the hand if you understood today.../ Keep your hand up if you today didn’t understand.../Cross your hands if you didn’t manage... (Method is offered by Latvia)
The description of the method. The students can complete a short multiple-choice quiz with the most important information. Since this is not an actual test, but a consolidation of information, it should not contain more than three questions. (Method is offered by Norway)
History. (Example "Great Britain during World War 2" )
The description of the method. The teacher can ask the students questions which they answer by writing down on either a paper or an electronic device. After a short while the teacher asks the students to show their answers simultaneously. (Method is offered by Norway)
Mathematics. What is 29+17? (Example)
The description of the method
A short quiz made on kahoot.it to check if the students have understood the information and/or instructions. The teacher is able to see results for all of the students. Each student needs an electronic device in order for this method to be possible. (Method is offered by Norway)
Description of the method. The teacher at the end of the lesson proposes this task to verify students’ knowledge. On the classroom wall (in one or several places) answer sheets are attached which students use to check whether they did the task correctly. (Method is offered by Italy & Latvia)
First Language Italian and Foreign Languages. The teacher prepares some post- it notes with some words as synonyms and/or antonyms. The Students are asked to find out the words belonging to each category.
Geography. The teacher shows a map of a country/continent and the students are asked to place the post-it note with the names of places, regions, capitals...on it.