One of the 4 techniques, associated with learning gain, used by the timely practice system - with the aid of the timely practice app.
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have mastered their learning and are ready to learn more on a topic,
need more practice,
need to become better at reading questions carefully, self checking and correcting or
need feedback , often (between the teacher and the learner) in order to move along the road to mastery.
To encourage low attaining and under-achieving learners to engage with formative assessment (and to get the most out of it) we have split the assessment into two types
pre assessment assignments where questions (no help or feedback allowed): the learner and teacher are deciding "Can the learner do … already?" - that is has “has some worked been learnedlearned”. If If it has been learned well i.e. the learner gets ✔︎ every time - , the work practice will be fast tracked through the learner's timely practice assignments so the teacher can ensure the learner does really "already know" and so that the learner won't forget (if it turns out the learner had a "lucky" question, but doesn't know how to do most questions we can decide the bite of learning is best learned later - LESLEY update)timely practice assignments, which consists entirely of work the learner has learned before and will continue to practise in order not to forget and/or to improve the learner's accuracy
retrieval practice questions: (help and feedback allowed, but each instance of help of feedback is recorded): these will be questions on what the learner has recently learned or what the learner seemed to already know within the pre assess process. Learner's know that, questions which don’t forbid help or feedback, "the timely practice app thinks I know this" and are prepared to spend a little more time, dig a little deeper into their memories to answer the these questions.
The learner soon realises in their maths lessons they have moved to a place where they are judged on "is … learned yet?" , "is … remembered still?" and "is … accurate enough?" and that their self-assessment can be "I need more help/ a reminder on …" rather than "I can't do it" or "You didn't teach me" So the learner learns also to i.e. the teacher and learner move away from summative assessment to formative assessment.
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