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’

Level

Answer

My comments

STEP 1

 

 

 

 

 

 

(Student B’s Answer)

 

I DO stage: Teacher Models the thinking

 

[Understand]

  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.

 

 

[Evaluate]

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. __

 

STEP 2

 

 

(Student B’s Answer)

[Evaluate]

You DO it together stage: [5 min]

 

(b) Examine the intended outcome

 

  • _________________________________________

 

  •  

 

 

 

STEP 3

 

 

 

 

 

 

 

 

 

 

(Student C’s Answer)

 [Understand]

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 …………………………

 

[Evaluate}

    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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