Imagine asking one of your classes a deep, but deceptively-simple, question. Have them judge each others’ answers anonymously, give their reasons for the judgements, then assess the reasons as well. At the end of the process you get a mark. Automatically.
No exercise books, no late-night marking sessions. Just high-quality formative assessment. Empowered, gamified, peer-supported learning that just works.
Now imagine running this lesson with an Ofsted inspector in your classroom. Think they’d be impressed? So do I.
So you can try SPA for yourself, I have created this set of demonstration exercises you can assign to your students. It costs nothing so give it a go.
Here are a few examples of SPA questions. Add your own!
- You are a serf in a Norman village. Describe your day.
- Where would you rather live – Singapore or Dubai? Why?
- How could you use a barometer to determine the height of a tower?
- Why can a cheetah run faster than a gazelle?
- Explain why metals are sometimes defined as plasmas.
- How would you measure the volume of a dog?
SPA is a technology we patented several years ago and have been quietly working on ever since. This is the first time we’ve had it available in the main Yacapaca interface.
The Peer Assessment log is a treasure trove for any teacher who wants to gain a deeper understanding of their students. If you want to know how students really think and write, don’t read their essays, read what they write for consumption by Continue reading
My thanks to Beth Evans, of The Queen Elizabeth’s High School, Gainsborough for this idea.
Beth wrote “I did screen shot one question that came up whilst I was testing a quiz I had written and used it as a plenary to the previous* lesson as part of the critera setting for the next task.”
* I think this should have been “next”.
This is a fantastic idea. It should be easy to train your students to screenshot particularly challenging choices and Continue reading
I believe I can now truthfully claim that Yacapaca is the only true formative assessment service for schools.
Here’s how our new peer-written formative assessment process works:
1. After approximately one question in ten, students are presented with the screen below. They are asked to write a feedback statement for other students, in 150 characters or less – the size of an SMS or a tweet. They only see this screen if they got the answer right, and it is not compulsory – there is always the option to skip this activity.
The requirement to write for other students seems to trigger Continue reading