earcos afl.session.oct 31
DESCRIPTION
Assessment for Learning: What Administrators Need to Know and DoTRANSCRIPT
Assessment for Learning: What Administrators Need to Know and Do
EARCOS Oct.2010 Faye Brownlie
[email protected] 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/