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New Trends in Assessment2nd Manitoba Adolescent Literacy SummitTaking ActionFaye	  Brownlie	  April	  26th,	  2013	  www.s...
Effect Size – What makes a difference?John Hattie in Visible Learning (> .4 effect size)•  Student	  self-­‐assessment/sel...
“The	  most	  powerful	  single	  influence	  enhancing	  achievement	  is	  feedback”-­‐Dylan	  Wiliam	  •  Quality	  feed...
Gallery Walk – writing lesson•  In	  groups,	  3	  things	  that	  count	  in	  wriCng	  •  Made	  class	  list	  and	  ca...
•  Place	  a	  series	  of	  pictures	  around	  the	  room	  •  Students	  in	  groups	  of	  3	  •  3	  minutes	  per	  ...
•  Eagle	  Dreams	  -­‐	  	  Wri6en	  by	  Sheryl	  McFarlane	  ;	  Illustra>ons	  by	  Ron	  Lightburn;	  	  •  ISBN:	  1...
•  Task:	  	  a	  piece	  of	  wriCng,	  choose	  your	  genre,	  think	  about	  the	  criteria	  •  As	  you	  are	  mov...
•  Each	  student	  shares	  what	  was	  underlined	  •  Listen	  to	  hear	  something	  you	  might	  want	  to	  borro...
Sample	  1	  One	  cool	  and	  breezy	  night,	  in	  a	  prairie,	  a	  boy	  sat	  on	  the	  rim	  of	  his	  open	  w...
Sample	  4	  At	  Sunday,	  the	  Ximing	  and	  his	  father	  mother	  go	  travel.	  	  On,	  Ximing	  say	  “I’m	  see...
•  Kids	  can	  add/edit/conCnue	  to	  work	  •  Set	  up	  for	  next	  class	  –  Work	  on	  same	  criteria	  –  Hear...
How	  can	  I	  help	  my	  students	  see	  geography	  as	  an	  opportunity	  to	  problem	  solve,	  to	  address	  th...
Essential Questions What	  stories	  do	  these	  data	  or	  this	  chart,	  graph,	  or	  map	  tell?	  	  Whose	  stor...
The	  Plan:	  •  Co-­‐create	  criteria	  for	  measuring	  quality	  of	  human	  life	  •  Model	  how	  to	  underline	...
Emma	  “I	  hate	  you.	  	  You’re	  such	  an	  idiot!”	  	  The	  back	  door	  slammed	  loudly.	  	  Emma	  opened	  ...
Heavy	  footsteps	  moved	  quickly	  though	  the	  house	  and	  then	  the	  front	  door	  opened	  and	  slammed	  sh...
Jose	  Turning	  over	  on	  the	  woven	  sleeping	  mat,	  Jose	  bumped	  into	  his	  younger	  brother.	  	  He	  cou...
Lit 12: practice without penaltyNaryn Searcy, Penticton•  Goal:	  	  learn	  how	  to	  represent	  your	  understanding	 ...
1.	  	  Read	  aloud	  and	  pracCce	  stanza	  with	  partner	  2.	  	  Connect	  to	  themes:	  – Mankind	  has	  broken...
Assignment	  1.  Mouse	  Dance	  –	  all	  8	  stanzas	  (2-­‐4	  students)	  2.  Comic	  (1-­‐2	  students)	  3.  Reduced...
Criteria	  •  Demonstrate	  understanding	  of	  the	  meaning	  of	  all	  8	  stanzas	  of	  the	  poem	  •  Recognize	 ...
Feedback	  •  What	  worked?	  •  What’s	  missing?	  •  What’s	  next?	  
Robert	  Burns	  (1759-­‐1796)To	  a	  Mouse	  On	  Turning	  Up	  Her	  Nest	  with	  the	  Plough,	  November,	  1785	  ...
Reduced PoemPoor	  liUle	  mouse	  petrified	  Don’t	  run	  away	  quickly!	  Humans	  break	  nature’s	  contract	  –	  t...
Mouse Dance Notes1.  Mouse	  (MaU)	  gathering	  materials	  for	  winter,	  builds	  house	  (Boyd)	  2.  Mouse	  is	  sh...
•  Brownlie,	  Fullerton,	  Schnellert	  –	  It’s	  All	  about	  Thinking	  –	  Collabora>ng	  to	  support	  all	  learn...
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
Assessment.Adol.Literacy.Wpg
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Assessment.Adol.Literacy.Wpg

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A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013

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Transcript of "Assessment.Adol.Literacy.Wpg"

  1. 1. New Trends in Assessment2nd Manitoba Adolescent Literacy SummitTaking ActionFaye  Brownlie  April  26th,  2013  www.slideshare.net  
  2. 2. Effect Size – What makes a difference?John Hattie in Visible Learning (> .4 effect size)•  Student  self-­‐assessment/self-­‐grading  •  Response  to  intervenCon  •  Teacher  credibility  •  Providing  formaCve  assessments  •  Classroom  discussion  •  Teacher  clarity  •  Feedback  •  Reciprocal  teaching  •  Teacher-­‐student  relaConships  fostered  •  Spaced  vs.  mass  pracCce  
  3. 3. “The  most  powerful  single  influence  enhancing  achievement  is  feedback”-­‐Dylan  Wiliam  •  Quality  feedback  is  needed,  not  just  more  feedback  •  Students  with  a  Growth  Mindset  welcome  feedback  and  are  more  likely  to  use  it  to  improve  their  performance  •  Oral  feedback  is  much  more  effecCve  than  wriUen  •  The  most  powerful  feedback  is  provided  from  the  student  to  the  teacher  
  4. 4. Gallery Walk – writing lesson•  In  groups,  3  things  that  count  in  wriCng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking  –  DescripCon  –  ImaginaCon  –  Detail  –  Knowledge  –  Focus  –  Ideas  –  Passion  –  Intriguing  –  Understandable  
  5. 5. •  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  •  Chat  –  How  could  you  use  this  image  in  your  wriCng?  •  Build  on  one  another’s  thinking  •  View  4  pictures  
  6. 6. •  Eagle  Dreams  -­‐    Wri6en  by  Sheryl  McFarlane  ;  Illustra>ons  by  Ron  Lightburn;    •  ISBN:  1-­‐55143-­‐016-­‐9  
  7. 7. •  Task:    a  piece  of  wriCng,  choose  your  genre,  think  about  the  criteria  •  As  you  are  moving  to  your  desk,  keep  walking  unCl  you  have  your  first  line  in  your  head  •  12  minutes  to  write  •  As  students  are  wriCng,  move  about  the  room,  underlining  something  powerful  (criteria  connected)  in  each  person’s  wriCng  
  8. 8. •  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to  borrow  •  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:  – Words  that  are  WOW  – Details  that  showed  emoCon  or  made  a  picture  – Hook  –  first  line  made  me  want  to  keep  reading  
  9. 9. Sample  1  One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat  on  the  rim  of  his  open  window,  looking  out  at  the  moon,  hoping  for  something  to  happen.    Afer  a  few  minutes,  he  went  back  in  and  close  his  window.    Robin  sighed.  “I  wished  my  life  has  more  excitement  in  it,  “  he  thought,  before  he  turned  off  his  light  and  went  to  bed,    he  took  one  quick  look  at  his  kite  on  top  of  his  bed  that’s  shaped  like  an  eagle,  and  went  to  sleep.  
  10. 10. Sample  4  At  Sunday,  the  Ximing  and  his  father  mother  go  travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His  father  and  his  mother  is  going  to  his.    And  his  mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.    We  are  go  back  home!  At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!    I’m  so  happy  now!  Ximing  is  Cme  to  eat  a  dinner  say  mother  say  …  
  11. 11. •  Kids  can  add/edit/conCnue  to  work  •  Set  up  for  next  class  –  Work  on  same  criteria  –  Hear  again,  pieces  that  work  –  Move  to  where  kids  can  idenCfy  criteria  in  their  own  work  and  ask  for  help  with  criteria  that  are  struggling  with  •  Afer  repeated  pracCce,  students  choose  one  piece  to  work  up,  edit,  revise,  and  hand  in  for  marking  •  Feedback  is  conCnuous,  personal,  Cmely,  focused  
  12. 12. How  can  I  help  my  students  see  geography  as  an  opportunity  to  problem  solve,  to  address  the  impact  of  geographical  features  on  people’s  lives…?      Catriona  Misfeldt  in    It’s  All  about  Thinking  (English,  Social  Studies  &  Humani<es)  2010  
  13. 13. Essential Questions What  stories  do  these  data  or  this  chart,  graph,  or  map  tell?    Whose  stories  are  they?   What  data  are  the  most  revealing  and  representaCve  of  the  quality  of  life?    Catriona  Misfeldt,  MacNeil  Secondary  
  14. 14. The  Plan:  •  Co-­‐create  criteria  for  measuring  quality  of  human  life  •  Model  how  to  underline  phrases  that  might  affect  the  quality  of  a  life  •  Students  read  and  underline  phrases  from  2  different  case  studies  •  Students  record  +  and  –  factors  affecCng  life  •  Exit  slip  –  definiCon  of  a  good  life  
  15. 15. Emma  “I  hate  you.    You’re  such  an  idiot!”    The  back  door  slammed  loudly.    Emma  opened  her  eyes  quickly  and  pulled  up  her  sof  comforter.    Her  heart  was  beaCng  fast,  and  she  had  a  knot  in  her  stomach.    It  was  her  older  sister  who  had  yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted  from  the  boUom  of  the  stairs.  
  16. 16. Heavy  footsteps  moved  quickly  though  the  house  and  then  the  front  door  opened  and  slammed  shut.    The  car  started  and  with  a  screech  pulled  away.    Dad  must  be  late  for  work.    He  ofen  seemed  angry  now.    Emma  remembered  happier  Cmes  when  he  helped  her  with  her  homework  and  they  would  go  to  basketball  games  together.    She  wondered  if  it  would  every  be  like  that  again.  Caring  for  Young  People’s  Rights  –  Roland  Case  
  17. 17. Jose  Turning  over  on  the  woven  sleeping  mat,  Jose  bumped  into  his  younger  brother.    He  could  see  the  early  morning  light  through  the  cracks  in  the  sCck  wall  of  his  family’s  home.    The  sCcks  broke  easily  but  were  a  type  of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the  yard  outside.    Gently  raising  the  thin  bed  sheet  that  kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over  Salvador  and  his  Cny  sister  Rosita.    Careful  not  to  wake  them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt  floor.  Caring  for  Young  People’s  Rights  –  Roland  Case  
  18. 18. Lit 12: practice without penaltyNaryn Searcy, Penticton•  Goal:    learn  how  to  represent  your  understanding  of  a  poem  in  a  different  ways  •  Poet:    Robert  Burns      – Auld  Lang  Syne  (read  aloud)  – To  a  Mouse  (teams)  
  19. 19. 1.    Read  aloud  and  pracCce  stanza  with  partner  2.    Connect  to  themes:  – Mankind  has  broken  its  union  with  nature  – Even  our  best  laid  plans  ofen  do  not  work  out  3.    Microcosm  &  universal  truths  
  20. 20. Assignment  1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  2.  Comic  (1-­‐2  students)  3.  Reduced  poetry  (1-­‐2  students)  
  21. 21. Criteria  •  Demonstrate  understanding  of  the  meaning  of  all  8  stanzas  of  the  poem  •  Recognize  and  demonstrate  the  2  themes  
  22. 22. Feedback  •  What  worked?  •  What’s  missing?  •  What’s  next?  
  23. 23. Robert  Burns  (1759-­‐1796)To  a  Mouse  On  Turning  Up  Her  Nest  with  the  Plough,  November,  1785              Wee,  sleeket,  cowrin,  >mrous  beas>e,                            Oh,  what  a  panics  in  thy  breas>e!                            Thou  need  na  start  awa  sae  hasty                                      Wi  bickerin  bra6le!                                      I  wad  be  laith  to  rin  an  chase  thee                                        Wi  murdring  pa6le!  
  24. 24. Reduced PoemPoor  liUle  mouse  petrified  Don’t  run  away  quickly!  Humans  break  nature’s  contract  –  theme  1  No  trust  well  deserved  You  don’t  request  much  Have  too  much  myself  Oh  your  house  gone!  December  approaches  uncomfortably  close  Security  beneath  the  chill  Soon  destroyed  with  cut  Home  lost  high  price  Not  alone  in  lesson:  Best  plans  ofen  fail  –  theme  2  Mouse  lucky  because  humans  Regret  past/fear  future  
  25. 25. Mouse Dance Notes1.  Mouse  (MaU)  gathering  materials  for  winter,  builds  house  (Boyd)  2.  Mouse  is  shivering  –  symbolizing  winter  3.  Famer  &  his  equipment  (Ethan  &  Corey)  destroy  mouse’s  house  –  represents  theme  that  man  breaks  nature’s  fickle  bond  4.  Farmer  feels  bad,  tries  to  apologize  to  mouse  (nature)  5.  Mouse  won’t  accept  forgiveness  –  nothing  lef  to  build  a  house  6.  Mouse  comes  back  and  shoots  the  farmer  7.  Mouse  has  heart  aUack  –  represents  the  theme  that  plans  ofen  backfire  –  best  laid  plans  of  mouse  and  men  don’t  work!  
  26. 26. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Collabora>ng  to  support  all  learners  in  Math  &  Science,  2011  •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora>ng  to  support  all  learners  in  English  &  Humani>es,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke  Pub.,  2006  •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediCon,  Nelson,  2006  •  Brownlie  -­‐  Grand  Conversa>ons,  Portage  and  Main  Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  Instruc>on  and  Assessment  of  ESL  Learners,  Portage  and  Main  Press,  2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea>ng  classrooms  where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011  
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