With the end of the semester on the horizon, many teachers are searching for review strategies that use formative means to help students prepare for semester exams. The "Stay and Stray" strategy can be very useful when multiple skills or concepts are being reviewed.
I recently saw this strategy being used at CTECH with our students as they prepared for the CNA (Certified Nursing Assistant) practical exam. By the time this formative assessment was used the students had already practiced performing many CNA skills throughout the semester and were now preparing for the state certification practical exam. The student's knew when they arrived for the day they would be assessed on one of several skills. The teacher used the "Stay or Stray" strategy summarized in the table below.
The following process was used:
The use of "Stay or Stray" review strategy got the students up and out of their seats, while ensuring they were accountable to themselves, their group members, and their teacher. The strength of this activity is that the teacher used an ungraded formative assessment to give quality feedback though peer, individual, and teacher interaction. The teacher reduced her workload by enlisting students to perform peer and self assessments. No grade was applied, but the students were given ample opportunity to think about and apply their learning.
If you are wondering why she did not apply an actual grade to the assessment, you may wish to read the previous blog post "Grading for Learning". By using peer assessment, the teacher reduced her own workload while still providing quality feedback for the students. There are many ways to give feedback to students while helping them review at the end of the semester; for more ideas see the blog post "Quality Feedback Structures that Save Teachers Time and Keep Students Learning".
This post brought to you by Dan Devine, Secondary Implementation Associate
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