Flipped Learning Part 2 - Assessing the Learning from Flipped Learning
Flipping without flopping part 2 Relevant for A-Level After deciding that I would implement flipped learning and redesign my entire A-Level teaching in order to do so, I considered very carefully how I would need to structure lessons. I didn't want to have to mark what students had done outside of class to prepare for the lessons, but I needed to know what they had and hadn't grasped before we moved on to the higher-level skills. Initially, I wasn't really sure how to approach this, but eventually I started to think about flipped learning as an extension of lessons. If this is the case, how do I normally assess learning in lessons? Surely then, shouldn't I be able to use the same strategies for assessing learning from flipped learning? It turns out that the answer to this is a resounding yes. I realised that I needed to modify each strategy to ensure that I more deeply assess what all students have learned, and that different strategies are required to assess the