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Earcos afl.session.oct 31
- 1. Assessment for Learning: What Administrators Need to Know and Do EARCOS Oct.2010 Faye Brownlie fayebrownlie@shaw.ca www.w.slideshare.net
- 2. I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning. I can identify six big AFL practices and describe classroom examples. I can determine a next step in how to support my teachers. Learning Intentions
- 3. Black & Wiliam (1998) Ha1e & Timperley (2007)
- 4. Assessment OF Learning Purpose: sort, judge, measure Audience: others Form: marks, grades, % Timing: at the end of the learning
- 5. Assessment FOR Learning Purpose: inform learning Audience: teacher and student Form: descriptive feedback Timing: on-going, throughout the learning
- 6. The Six Big AFL Strategies 1. Learning intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership
- 7. Descriptive Feedback • What’s working? • What’s not? • What’s next?
- 8. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 9. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
- 11. Goal: Learning IntenFons, self assessment Kate Giffin, gr. 4/5 Learning Inten+on Quiz Mastery Prac+ce on my own Assistance please! Where I get stuck… I can create equivalent fracFons. I can reduce a fracFon to its lowest terms.
- 13. Criteria
- 14. EssenFal QuesFon • How are hope, knowledge, and friendship necessary for the survival of the human spirit?
- 15. Co-‐created Journal Criteria Reading Journal 1-‐4 5-‐6 7-‐8 9-‐10 THINKING Ideas, opinions, depth, quesFons, connecFons •very lile thinking is evident, may or not make sense or seem ‘random’ •thinking is simple and makes sense •points may be very obvious •thinking is clear and logical, may have some depth •straight-‐ forward points •thinking is logical, thought-‐out and ‘deep’ (insight-‐ ful) •may have some unusual points but used in a though`ul way SUPPORT AND DETAIL Examples (inc. from the book), amount of detail •few or no ex. •lile or no detail •some ex. •some detail •points have reasons/ex. •points are developed with detail •points have logical reasons or ex.; good specific detail; variety in detail/ex.
- 16. Assessment of Learning -‐ Journals • Students choose 3 journal responses for their mark. • Students may rework any of their responses. • Self-‐regulated learning: deciding on and pracFcing what you feel is most important – gives control.
- 17. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria Learning Intention: I can write and describe a small event from my morning.
- 18. All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned lel, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
- 19. Notices…criteria • Mystery • Opening • Detailed • Sounds like you (Voice)
- 23. Questioning
- 24. QuesFoning • Math • Closed vs open
- 25. • 1 + 4 = • 2 + 3 = • 4 + 1 = • 0 + 5 =
- 26. How can you show your number for our number book?
- 29. QuesFoning • Who is answering your quesFons? • Who is asking the quesFons?
- 30. Learning Intentions •I can pose questions based on an image •I can integrate information about an image, based on my own questions and those of others
- 34. Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967
- 36. Descriptive Feedback • What’s working? • What’s not? • What’s next?
- 37. Goal: more descripFve feedback J. Mercuri, MacKenzie Secondary • Grade 10 socials students – first dral of essay • Explained the rubric to the grade 12 English students, then they used the rubric to highlight the anonymous essays • Grade 12 students included with their feedback, 2 stars and a wish • Grade 10 students used the feedback to revise their essay, then handed them in for marks
- 39. Goal: feedback, self assessment, ownership Aliisa and Joni • During lecture, lab or assignment • 3 coloured cubes: – Red – don’t get it – Yellow – bit confused – Green – making sense – Used with AP Biology 12, science 10, Biology 11
- 40. Goal: self assessment, ownership • Highlight your notes with the 3 colours – helps you find what you need to focus on • Code your own quizzes with coloured pencils, before handing in • Consider your errors – how many were careless?
- 41. Ownership
- 42. Math -‐ Grade 12 Rob Sidley, Richmond
- 43. SummaFve turned FormaFve QuesFon 1 QuesFon 2 Individual response Individual response Group response Group response
- 44. • Teacher models powerful response • Student reflects/self-‐assesses/makes a goal or a plan
- 45. Science -‐ Grade 8 Paul Paling, Prince Rupert
- 46. Exit Slips • Day 1 Choose 1 part of the digesFve system and describe what happens to food there. • Day 2 Write the 2 most important things learned today. • Day 4 3-‐2-‐1 for digesFon.
- 47. Grand Conversations, Thoughtful Responses - a unique approach to literature circles -‐ Faye Brownlie Portage and Main Press, 2004 Student Diversity, 2nd ed -‐ Brownlie, Feniak and Schnellert Pembroke Publishers, 2005 It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities) – Brownlie and Schnellert Portage and Main Press, 2009 Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom – Schnellert, Datoo, Ediger, Panas Pembroke Pub., 2009 Webcast series: hp://bcelc.insinc.com/webcastseries/