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Assessment for Learning: What Administrators Need to Know and Do

Assessment for Learning: What Administrators Need to Know and Do

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    Earcos afl.session.oct 31 Earcos afl.session.oct 31 Presentation Transcript

    • Assessment for Learning: What Administrators Need to Know and Do EARCOS Oct.2010 Faye Brownlie fayebrownlie@shaw.ca www.w.slideshare.net
    • Learning Intentions  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.
    • 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   Quiz   Mastery   Prac+ce  on   Assistance   Where  I  get   Inten+on   my  own   please!   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   1-­‐4   5-­‐6   7-­‐8   9-­‐10   Journal   THINKING   •very  lile   •thinking  is   •thinking  is   •thinking  is   Ideas,  opinions,   thinking  is   simple  and   clear  and   logical,   depth,   evident,  may  or   makes  sense   logical,  may   thought-­‐out   quesFons,   not  make  sense   •points  may  be   have  some   and   connecFons   or  seem   very  obvious   depth   ‘deep’  (insight-­‐ ‘random’   •straight-­‐ ful)   forward  points   •may  have   some  unusual   points  but  used   in  a  though`ul   way   SUPPORT  AND   •few  or  no  ex.   •some  ex.   •points  have   •points  have   DETAIL   •lile  or  no   •some  detail   reasons/ex.   logical  reasons   Examples  (inc.   detail   •points  are   or  ex.;  good   from  the  book),   developed  with   specific  detail;   amount  of   detail   variety  in   detail   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.  
    • Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria  
    • 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   Individual     response   response   Group   Group     response   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:    hp://bcelc.insinc.com/webcastseries/