Yesterday, I gave a formative assessment using the QFT. In this assessment, the students used the QFT to determine their own research questions for a group project about monarchies. In this task students were provided a choice of monarchies: absolute and constitutional monarchies. Students were provided a provocation then I released them to using the QFT protocol in their groups. While I monitored their pacing through the six steps popping in and out on the templates of each group, I provided very little coaching - only when queried for clarification and to query the class about the purpose of close ended questions when I heard a student admonishing another about only adding close ended questions to the document.
Overall, the QFT buzz in the room was great! I loved hearing students chatting away about questions and hearing comments like “No, that is not an open-ended question” or other sharing “I think we have all open ended questions.”
At the end of the formative assessment, I requested that students complete a survey about the QFT process as well as the research process. The time between completing the QFT protocol was approximately a week. This is interesting for the survey results, as students had to recall the experience of completing the QFT while the completion of their projects were freshly completed and more likely to be more memorable to discuss.
There were 28 participants present for the survey.
When analysing student responses I used my definition for student agency and counted the following:
Here are the survey results of the student reflection survey.
Overall, the QFT buzz in the room was great! I loved hearing students chatting away about questions and hearing comments like “No, that is not an open-ended question” or other sharing “I think we have all open ended questions.”
At the end of the formative assessment, I requested that students complete a survey about the QFT process as well as the research process. The time between completing the QFT protocol was approximately a week. This is interesting for the survey results, as students had to recall the experience of completing the QFT while the completion of their projects were freshly completed and more likely to be more memorable to discuss.
There were 28 participants present for the survey.
When analysing student responses I used my definition for student agency and counted the following:
- Number of references to a component of QFT in a response
- Number of references to taking ownership of learning.
Here are the survey results of the student reflection survey.