Assessment integrated into learning to help the weak third

Teachers from Collège Sainte-Anne share their winning strategies to support their so-called “weak third” students, without lowering their expectations of others. Today, we are discovering a strategy adopted by Daniel Nadeau, physics teacher.

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Teachers from Collège Sainte-Anne share their winning strategies to support their so-called “weak third” students, without lowering their expectations of others. Today, we are discovering a strategy adopted by Daniel Nadeau, physics teacher.

through Jean Desjardins and Isabelle Senécal, Sainte-Anne College

What happens to students when the teacher of such a demanding subject as physics decides to incorporate continuous assessment and automated feedback into his or her teaching? This is what Daniel Nadeau has been doing since last year (2014-2015). Indeed, thanks to his great knowledge of the Moodle environment, he has succeeded in creating a system of continuous evaluation of problems with random variables, offering immediate feedback.

 

The principles of the strategy:

  • The division of the subject to structure its teaching around the specific difficulties encountered by the pupils.
  • Continuous assessment to diagnose difficulties during learning.
  • Problems to be solved, the difficulty of which is increasing.
  • Random modification of variables in problems, which are therefore always new, to give pupils the possibility of collaborating and helping each other.
  • Instant feedback to the student.
  • Regulation of education based on data collected from students' learning.

 

Added value for the weak third:

  • Reduced stress on summary exams.
  • Allows formative feedback as you learn.
  • Possibility of further reinvestment if feedback is prompt.
  • Students regularly experience small victories, build their sense of competence and are therefore more motivated.

 

 

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