Earcos afl.session.oct 31

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Assessment for Learning: What Administrators Need to Know and Do

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Earcos afl.session.oct 31

  1. 1. Assessment for Learning: What Administrators Need to Know and Do EARCOS Oct.2010 Faye Brownlie fayebrownlie@shaw.ca www.w.slideshare.net
  2. 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. 3. Black  &  Wiliam  (1998)   Ha1e  &  Timperley  (2007)  
  4. 4. Assessment OF Learning Purpose: sort, judge, measure Audience: others Form: marks, grades, % Timing: at the end of the learning
  5. 5. Assessment FOR Learning Purpose: inform learning Audience: teacher and student Form: descriptive feedback Timing: on-going, throughout the learning
  6. 6. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  7. 7. Descriptive Feedback •  What’s working? •  What’s not? •  What’s next?
  8. 8. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  9. 9. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  10. 10. Learning Intentions
  11. 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.  
  12. 12. Criteria
  13. 13. EssenFal  QuesFon   •  How  are  hope,  knowledge,  and  friendship   necessary  for  the  survival  of  the  human  spirit?  
  14. 14. 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.  
  15. 15. 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.  
  16. 16. 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.
  17. 17. 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?”  
  18. 18. Notices…criteria •  Mystery •  Opening •  Detailed •  Sounds like you (Voice)
  19. 19. Questioning
  20. 20. QuesFoning   •  Math   •  Closed  vs  open  
  21. 21. •  1  +  4  =     •  2  +  3  =   •  4  +  1  =   •  0  +  5  =  
  22. 22. How can you show your number for our number book?
  23. 23. QuesFoning   •  Who  is  answering  your  quesFons?   •  Who  is  asking  the  quesFons?  
  24. 24. 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
  25. 25. Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967
  26. 26. Descriptive Feedback
  27. 27. Descriptive Feedback •  What’s working? •  What’s not? •  What’s next?
  28. 28. 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  
  29. 29. Peer & Self Assessment
  30. 30. 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  
  31. 31. 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?  
  32. 32. Ownership
  33. 33. Math  -­‐  Grade  12   Rob  Sidley,   Richmond  
  34. 34. SummaFve  turned  FormaFve   QuesFon  1      QuesFon  2   Individual   response   Individual     response   Group   response   Group     response  
  35. 35. •  Teacher  models  powerful  response   •  Student  reflects/self-­‐assesses/makes  a  goal  or   a  plan  
  36. 36. Science  -­‐  Grade  8   Paul  Paling,   Prince  Rupert  
  37. 37. 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.  
  38. 38. 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/  

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