We all love having choices.  Imagine a world where you could only get vanilla ice cream.  How boring! When you make a choice, you base your choice on what you like, what you don't like and your interests. In this module, we introduce the concept of choice boards.  Student voice and choice do not need to only happen during a lesson; it can also be applied to assessment. 

 At the end of this module, you will be able to 

• understand what a choice board is 

• how to create a choice board and 

• how to implement a choice board resource in the classroom.

Our usual assessment method is a test or comprehension, or project. A learner might have a choice of topics, but the delivery method is the same.  It is no wonder that we often get the same type of responses from learners - cookie-cutter outputs. 

We must remember that not all students express or communicate their learning effectively in the same way. Providing learners with a project or performance task choice board allows them to select the project or task they want to work on to demonstrate their learning. This choice can translate into higher rates of completion and more robust finished products.

Explore the choice board below. Take note of the various options. 

Did you notice

• the grid-like format

• the type of activities that asks learners to use different skills

• the use of technology and 

• the creativity required? 

In summary, choice boards typically consist of a grid or list with various teacher-approved activities or assignments, each focusing on different skills. Learners can select one or more tasks from the board based on their interests and preferences, which allows them to engage with the material in a way that suits them best.  The idea is to offer enough variety so that every student might select an option that matches their strengths and interests. 

When learners have some choice in demonstrating their knowledge, they are likely to be more motivated.  Having a choice may also reduce fear and anxiety.  For example, one student might love the opportunity to write and perform a song or speech that demonstrates what they have learned, while another student might prefer a less performance-based option, such as creating a PowerPoint presentation.  With choice boards, learners can demonstrate their mastery of content in a way that connects with them.

You could use a few types of choice boards, but for the purpose of assessment, we will use a Tic-Tac-Toe version. Creating a choice board is not just about putting different activities on paper, careful thought needs to be given to not only the activities but also the process. 

Explore this Tic-Tac-Toe assessment choice board, created by Kasey Bell, for a novel study. What do you notice about the choice board?

While exploring the case study document, Nog iemand vir pynappel op pizza? you would have noticed that the teacher used the mandatory block as Phase 1 of the project, whereas Phase 2 consisted of coloured sections, the elective choices. There are a set of clear instructions, particularly instruction 12. This instruction follows the principle of "I've not yet mastered the task yet" and is based once the teacher has provided feedback (which must be detailed and aligned with the rubric). Visual design aspects are also covered, a useful skill for all learners, especially when they step out into the working world. Lastly, the rubric is succinct and clear and indicates the critical aspects of task success. 

Here are six steps to take into consideration when designing your choice board.

Change is coming! You intend to change your instructional approach and shift your classroom culture. Change needs careful implementation. With many options available, learners might feel overwhelmed or opt for the easiest task. The first time you use a choice board, you might feel like you are losing control, but hang in there; you also need to change, and with each implementation, you will see what works and doesn't. 

Here are some helpful hints when implementing a choice board for the first time:

• Work through each of the activities in depth with the learners. Do not assume all learners know, for example, what a book cover is. Take each activity and put up examples of the output. 

• Discuss with the class the characteristics of each activity. What makes this poster better than the other poster? Learners will need to use their knowledge about AIDA (Attention-Interest-Desire-Action) taught in language classes. You could also put a good example next to a bad example.

• Learners will need to do further research. Discuss this topic in class.

• Once you have settled on the use of choice boards, why not use the above discussion to develop a rubric jointly with your learners?

• Remember to discuss the rubric with the learners. We assume learners read rubrics, but they don't. The purpose of a rubric is not for teachers to grade but to communicate expectations.

• Taking the context of your learners into account, adapt how technological tools will be used.  Always provide the option of low-tech, for example, hand-drawn. 

• Do check-ins. Guide learners throughout the project weeks. Provide feedback throughout the process. Encourage creativity!

Lastly, as a reflective teacher, take note of what worked or didn't, what learners asked and what you need to add or take out. You can then amend your process for next time.