The misunderstanding or misinterpretations of concepts are always noted whenever I mark my students’ weekly assignment. How horrified
I was see students' answers, even when I explicitly emphasize in my teaching the way the answers should be given or how diagrams should be drawn. I actually go through with them the key points to be included in their answers and diagrams. Yes, true to say when short questions (intervention to check their understanding) are posed to them, they are able to answer correctly. Maybe the questions pose during lesson required short answers which majority is capable of answering. I can’t ask descriptive questions in class as students need to think through the answers and time is taken up. If I was to ask maybe they can list me all the key points in points form.(whether individual or group work) But when they construct their answers...hmmmm......the answers sound different. So no choice I have to mark their home work. 
However, students' understanding and interpretation of questions are revealed through marking. This is where all misconceptions and misunderstandings are noted and rectified when I return them their marked assignment. Students may know the concepts well, but they have difficulty in expressing their understanding in words .
In some cases, they have key points in their answers but the way they write contradict their understanding. This is when we highlight to them their mistakes.
Great to know that you have consxiously employed a variety of strategies to assess for learning (AfL).
ReplyDeleteMarking is one direct check of pupil's understanding and ability to express their thinking. Giving timely and accurate feedback is crucial to the marking process. Feedback is only effective when pupils recieving them can take appropriate actions to improve their learning.
The challenge of marking is to give feedback that is timely, i.e. Immediate, accurate in identifying their strengths and weaknesses, relevant to improving their learning. Time is a factor we don't have enough of.
In your discovery, you have identified the pupils' misconceptions. This is a valuable discovery. Can we study these misconceptions and structure future lessons for this topic to address them as part of the lesson? i.e. Teach this topic with particular attention to these known misconceptions.
Another approach is to study their misconceptions and identify their thinking processes, anc find their erroneous step(s) in their thinking. The process of thinking should also be explicitly taught, and checked for understanding.
I like your clarity of thinking and precise identification of their learning gaps. Keep at it!