earcos afl.session.oct 31

Assessment for Learning: What Administrators Need to Know and Do

EARCOS Oct.2010 Faye Brownlie

fayebrownlie@shaw.ca www.w.slideshare.net

 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

Black  &  Wiliam  (1998)  

Ha1e  &  Timperley  (2007)  

Assessment OF Learning

Purpose: sort, judge, measure

Audience: others

Form: marks, grades, %

Timing: at the end of the learning

Assessment FOR Learning

Purpose: inform learning

Audience: teacher and student

Form: descriptive feedback

Timing: on-going, throughout the learning

The Six Big AFL Strategies 1.  Learning intentions

2.  Criteria

3.  Descriptive feedback

4.  Questions

5.  Self and peer assessment

6.  Ownership

Descriptive Feedback

•  What’s working?

•  What’s not?

•  What’s next?

Model Guided practice Independent practice Independent

application  

Pearson  &  Gallagher  (1983)  

Formative assessment to determine students strengths and needs

Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

Learning Intentions

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.  

Criteria

EssenFal  QuesFon  

•  How  are  hope,  knowledge,  and  friendship  necessary  for  the  survival  of  the  human  spirit?  

Co-­‐created  Journal  Criteria  Reading  Journal  

1-­‐4   5-­‐6   7-­‐8   9-­‐10  

THINKING  Ideas,  opinions,  depth,  quesFons,  connecFons  

•very  li\le  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.  •li\le  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.  

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.  

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.

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?”  

Notices…criteria

•  Mystery

•  Opening

•  Detailed

•  Sounds like you (Voice)

Questioning

QuesFoning  

• Math  

•  Closed  vs  open  

•  1  +  4  =    

•  2  +  3  =  

•  4  +  1  =  

•  0  +  5  =  

How can you show your number for our number

book?

QuesFoning  

• Who  is  answering  your  quesFons?  

• Who  is  asking  the  quesFons?  

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

Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait

Orca Publishing, 2006 #9 781551 433967

Descriptive Feedback

Descriptive Feedback

•  What’s working?

•  What’s not?

•  What’s next?

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  

Peer & Self Assessment

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  

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?  

Ownership

Math  -­‐  Grade  12  

Rob  Sidley,  

Richmond  

SummaFve  turned  FormaFve  

QuesFon  1      QuesFon  2  

Individual  response  

Individual    response  

Group  response  

Group    response  

•  Teacher  models  powerful  response  

•  Student  reflects/self-­‐assesses/makes  a  goal  or  a  plan  

Science  -­‐  Grade  8  

Paul  Paling,  

Prince  Rupert  

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.  

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:    h\p://bcelc.insinc.com/webcastseries/