You may recall that I have been using the IKANS as a starting point for my data sharing with students.
I carried my action plan to highlight the strongest and weakest strand from the IKANS with my target students. A common complaint from us all was 'too fast!'. Jo shed light on an extended approach to using the IKANS - some of which I'm happy to say I've tried too!
In the above image you will note that FIRST you mark the IKAN, SECOND you show the students the answers. Allowing them to identify what they think were 'silly mistakes' for themselves. Students are then allowed to complete these questions and have them marked as correct.
This SECOND part I only carried out partially in showing the students the 'knowledge' they needed to be correct rather than letting them first scan to see what they could get right. Also note here - we are actually extending the test time - further than the fast screen flashes they experience in test time.
Formative assessment: PAT, IKANS and GLOSS. How do our students see these results? Often one piece at a time. A time I bring them together to date is when I am trying to make an OTJ for upcoming reporting season - mid year summary to prompt my next steps. Jo suggests to use a 'Spidergraph' (slide 14 in presentation below) to show both GloSS and IKAN. This in itself will be informative for students and surely motivate them to keep on with their learning sessions. Empowering students by using their own data.
Next steps for my inquiry: CREATE rubric and templates that support the following:
1. Carry out the 'SECOND' step as outlined in Jo's presentation
2. Plot results out of Spidergraph
3. Implement activities that prompt reflection on data
4. Decide WITH student what our next steps are in learning in the number strand
5. Implement support this choice in follow up activities and home learning
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