Benchmarking progress with students aged 13 plus
For teenagers, we introduced an additional visual tool. This can be used in combination with the skills trackers or in isolation. The tool helps students benchmark their starting points and consider their skills development over time. The tracker chart can be used as a before and after baseline measure. Students plot where they feel they score on each strand of the web and then join up the points to create a diagram. They return to it later and repeat the process. Alternatively, it can be used as an evaluation tool at the end of a unit of work.
Again, the idea is to use the chart to provide a stimulus for personal reflection and/or group discussion.
Where are they now? Where did they feel their skills level was before commencing the unit of work? Where do they feel they have improved their skills?
The value is not necessarily in the “marks” students give themselves but rather in the discussion and deeper thinking that use of the chart can provoke. Is it possible to accurately measure our own progress? Do we under or overestimate our own abilities? How can we get a more complete view of our own progress? Can we give others meaningful feedback? What are we really looking for as measures of success? Can we learn better by helping and supporting others with their learning?
For teenagers, we introduced an additional visual tool. This can be used in combination with the skills trackers or in isolation. The tool helps students benchmark their starting points and consider their skills development over time. The tracker chart can be used as a before and after baseline measure. Students plot where they feel they score on each strand of the web and then join up the points to create a diagram. They return to it later and repeat the process. Alternatively, it can be used as an evaluation tool at the end of a unit of work.
Again, the idea is to use the chart to provide a stimulus for personal reflection and/or group discussion.
Where are they now? Where did they feel their skills level was before commencing the unit of work? Where do they feel they have improved their skills?
The value is not necessarily in the “marks” students give themselves but rather in the discussion and deeper thinking that use of the chart can provoke. Is it possible to accurately measure our own progress? Do we under or overestimate our own abilities? How can we get a more complete view of our own progress? Can we give others meaningful feedback? What are we really looking for as measures of success? Can we learn better by helping and supporting others with their learning?
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