Get it, got it, good (3G assessment, in a nutshell)
I want to introduce a new assessment system, of my own devising, so it is freely copiable and available to all.
The premise is quite simple, in reality, as it relies on the “3G’s”; did they get it? have they got it? Good, we can move on.
Of course there a number of underlying principles, which need to be taken into account in reaching this stage.
At this point, the teacher can ask the simple assessment mantra, “Get it, got it, good”, with the aim of moving the class on in the next lesson.
Of course, it is possible that the “3N’s” come into play, “not getting, not got, not good”, in which case, the teacher will reflect on steps 1-7 to see what might need to be addressed to get the “3G’s”, look back over the lesson and decide what to do next; it won’t be moving on, yet.
The advice to “take a look at yourself”, was given to me early in my career. It is easy to assume that “they are not getting it”, because it is “their problem”. It can be a case of “talk so they can understand”, or quite simply “know how with show how”…
You may decide to be ultra-modern, though and develop "4G or 5G", to be ahead of the game.
I want to introduce a new assessment system, of my own devising, so it is freely copiable and available to all.
The premise is quite simple, in reality, as it relies on the “3G’s”; did they get it? have they got it? Good, we can move on.
Of course there a number of underlying principles, which need to be taken into account in reaching this stage.
- The teacher knows the children well enough to be able to decide the next learning steps for the learners, with an evaluation of the possible help that will be needed by some and of those who may well accommodate the new information with ease.
- The teacher will ensure that the “story telling” element of the lesson is clear, succinct, with appropriate vocabulary for the learners to understand the simplicity and some of the complexity of the topic being discussed, with any supportive resources having been carefully selected for their utility.
- The teacher will ensure that the classroom is run in such a way that all learners have the opportunity to participate as fully as possible.
- The teacher will have tailored any follow up tasks in such a way that they provide appropriate levels of challenge to the learners and, having clear expectations of potential areas of difficulty, will be looking out for the signs of learner disquiet.
- The teacher will engage with the learners, at all stages of the lesson, to make sure that they fully understand what they are doing, advising them accordingly if they seem to be having any difficulty, adjusting the task to the specific needs of individuals if needed.
- Discussion will enable the teacher to ascertain in general terms whether the learners have understood what they have been asked to do, with any important developmental outcome evidence shared accordingly.
- After the lesson, the teacher will ensure that any outcome evidence is checked for quality, and append any written advice that might be useful to the learners as further steps.
At this point, the teacher can ask the simple assessment mantra, “Get it, got it, good”, with the aim of moving the class on in the next lesson.
Of course, it is possible that the “3N’s” come into play, “not getting, not got, not good”, in which case, the teacher will reflect on steps 1-7 to see what might need to be addressed to get the “3G’s”, look back over the lesson and decide what to do next; it won’t be moving on, yet.
The advice to “take a look at yourself”, was given to me early in my career. It is easy to assume that “they are not getting it”, because it is “their problem”. It can be a case of “talk so they can understand”, or quite simply “know how with show how”…
You may decide to be ultra-modern, though and develop "4G or 5G", to be ahead of the game.
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