Assessment for Learning in History: Maximizing Error Analysis to bridge students’ learning gaps in answering Source-Based Case Study Questions, pp. 6 of 13

Figure 4. Teacher facilitating ‘I do’, ‘You do it together’ and ‘You do it alone’



My comments








(Student B’s Answer)


I DO stage: Teacher Models the thinking



  1. Skim through Sources B and C in the question paper quickly.

(Get the main ideas of B & C)


  1. Read the Student B’s Answer.




I DO stage:  [4 min]


  1. What works for this answer?


  1. Examine the two inferences


  • The inferences provided are a valid comparison as there is a common criteria stated and both inferences are well explained. Evidence clearly supports each inference from Source B and from Source C. __





(Student B’s Answer)


You DO it together stage: [5 min]


(b) Examine the intended outcome


  • _________________________________________

















(Student C’s Answer)


You DO it alone stage: [6 min]


      2.      Explain what Student C was trying to do in this answer:


  • He/she was trying to give a …………………………



    3.       Do you agree with the DIFFERENCES in inferences given (portion underlined)? Why/Why not?


  • _________________________________________




     4.      Do you agree with the intended outcome? Why/Why not?


  • _________________________________________




An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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