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Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
Vsb   an intro to afl.nov.2010
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Vsb an intro to afl.nov.2010

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a full day session for teachers and administrators in Vancouver who consider themselves new to exploring assessment for learning strategies …

a full day session for teachers and administrators in Vancouver who consider themselves new to exploring assessment for learning strategies

k-12

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  • 1. Assessment for Learning, An Introduction Vancouver School District November 26th, 2010 Faye Brownlie www.slideshare.net
  • 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. Learning Intentions
  • 3. Assessment OF Learning Purpose: to measure, to sort Audience: those outside the class Form: marks, rank orders, # Timing: at the end, summative
  • 4. Assessment FOR Learning Purpose: inform learning Audience: teacher and student Form: descriptive feedback Timing: on-going, throughout the learning
  • 5. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership How can I adapt this to my context?
  • 6. Descriptive Feedback •  What’s working? •  What’s not? •  What’s next?
  • 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  • 8. Formative assessment to determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  • 9. Learning Intentions Joni  Tsui  and  Alissa  Sarte,  Port  Moody  Secondary   Teacher  and  Department  Head  
  • 10. •  At  the  beginning  of  each  class  we  write  the   learning  intenGons  for  the  day  on  the  board   – e.g.      By  the  end  of  class  today  you  will  be  able  to:    1.    Define  the  term  ionic  compound.          2.    Determine  the  chemical  formulae  for                   ionic  compounds.        3.    Name  ionic  compounds.  
  • 11. •  Have  students  write  the  learning  intenGons   down  in  a  journal.   •  During  class,  we  refer  to  the  intenGons  as  we   progress  through  the  lesson  and  point  out   when  we  have  hit  each  outcome.   •  Refer  to  them  again  at  the  end  of  class  and   occasionally  stop  and  do  a  quick  check  for   understanding.  
  • 12. •  Student  feedback:   – They  like  to  know  why  we  are  doing  certain   acGviGes   – They  look  back  at  the  learning  intenGons   when  doing  review.   – If  I  forget  to  write  them  down,  they  tell  me   right  away!    It  has  become  the  starGng   paUern  for  my  classes.  
  • 13. •  What  we  found:   –  Students  had  a  focus  for  the  lessons.    They  would   oWen  interrupt  me  to  say  “so  that’s  the  second   learning  intenGon,  right?”   –  They  didn’t  quesGon  “why  are  we  doing  this?”   because  I  told  them  right  from  the  start.   –  When  we  reminded  the  kids  at  the  end  of  class  that   these  were  the  things  that  they  should  now  know,  we   had  an  increase  in  students  asking  for  clarificaGon  or   coming  in  for  help.    Students  became  beUer  at  the   metacogniGon  of  understanding  whether  or  not  they   had  learned  things.  
  • 14. Coloured Cubes, Coloured Highlighters   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  
  • 15. •  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?  
  • 16. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 17. Questioning
  • 18. 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
  • 19. Sea Otter Pup - Victoria Miles (Orca) There  is  a  forest  of  seaweed  in  the  ocean.       It  is  a  forest  of  kelp.    At  the  boUom  of  the    kelp  forest,  Mother  sea  oUer  searches  for    food.  
  • 20. High  above,  her  pup  is  waiGng.    He  is    wrapped  in  a  piece  of  kelp  so  he  can’t    driW  away  while  Mother  is  down    below.  
  • 21. He  bobs,  floaGng  on  his  back  in  the    cold  waves,  holding  his  front  paws  and    hind  flippers  above  the  water  to  keep    them  dry.  
  • 22. Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967
  • 23. Questioning – Joni Tsui •  IntroducGon  to  earthquakes  in  geology  12.     •  Students  have  all  seen  earthquakes  in   previous  classes  (some  more  than  others).   •  We  completed  the  acGvity  and  I  made  sure   every  student  in  class  wondered  at  least  one   thing.          
  • 24. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 25. Gr. 8 Science “The Digestive System” Paul Paling, Prince Rupert Learning  Inten+on:   Demonstrate  where  in  the  body   digesGon  occurs  and  what  happens   to  the  food  
  • 26. Connecting/processing Strategy: What’s In, What’s Out? (Reading 44, adapted by PPaling) •  stomach      squeezing   •  abdomen      hungry   •  saliva          ulcer   •  bolus          tongue   •  gastric  juices    mucus   •  pepsin          carbohydrates   •  muscles        mechanical  
  • 27. Exit Slips •  Day  1    Choose  1  part  of  the  digesGve  system   and  describe  what  happens  to  food  there.   •  Day  2    Write  the  2  most  important  things   learned  today.   •  Day  4    3-­‐2-­‐1  for  digesGon.  
  • 28. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 29. Lori Zawada & Faye Brownlie Grade 2/3 Tait Elementary Richmond Learning Intentions Questioning Descriptive Feedback Ownership
  • 30. Learning Intention: •  I  can  examine  a  picture  and  infer  what  is   happening   •  I  can  provide  ‘because’  reasoning  (evidence)   for  my  inference  
  • 31. •  Peter’s  Poofect  Pet  -­‐  Tina  Powell   •  www.bigfatpen.com  
  • 32. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 33. AFL   •  Learning  intenGons   •  Criteria  –  co-­‐created   •  DescripGve  feedback   •  Peer  assessment,  then  self  assessment   •  Ownership  
  • 34. Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  paUern  –  5  lines  with  2,4,6,8,2   syllables   •  Create  a  cinquain  poem  together   •  NoGce  literacy  elements  used   •  Brainstorm  for  a  list  of  potenGal  topics   •  Alone  or  in  partners,  students  write  several  poems   •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  a   teacher  
  • 35. Garnet’s 4/5s Literary Elements •  Simile   •  Rhyme   •  AlliteraGon   •  Assonance  
  • 36. Sun  Run   Jog  together   Heaving  panGng  pushing   The  cumbersome  mass  moves  along   10  K  
  • 37. Vicky   Shy  and  happy   The  only  child  at  home   Always  have  a  smile  on  her  face                                                                  my   cheerful  
  • 38. Candy   Choclate  bars   Tastes  like  a  gummy  drop   Lickrish  hard  like  gummys   Eat   Thomas  
  • 39. Vampires   Quenching  the  thirst   These  bloodthirsty  demons   Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  • 40. Majic   LafaGng   Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  • 41. AFL – K Writing Leanne Commons & Jeri Jakovac, Tait Elem.   •  Resource:    What’s  Next  for  This  Beginning  Writer?     –  Reid,  Schwartz,  Peterson   •  Criteria   •  DescripGve  feedback   •  Ownership  
  • 42. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 43. Questioning •  Math   •  Closed  vs  open  
  • 44. •  1  +  4  =     •  2  +  3  =   •  4  +  1  =   •  0  +  5  =  
  • 45. How can you show your number for our number book?
  • 46. Questioning •  Who  is  answering  your  quesGons?   •  Who  is  asking  the  quesGons?  
  • 47. Math Centres – gr. 1/2 Michelle Hikada, Tait •  4  groups   •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)   •  1  making  paUerns  with  different  materials   (pracGce)   •  1  making  paUerns  with  sGckers  (pracGce)   •  1  graphing  in  partners  (pracGce)  
  • 48. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.   •  Ask  (and  answer)  at  least  3  quesGons  about   your  graph.   •  Make  another  graph  with  a  different  material.  
  • 49. Math - Grade 12 Rob  Sidley  
  • 50. Summative turned Formative QuesGon  1      QuesGon  2   Individual   response   Individual     response   Group   response   Group     response  
  • 51. •  Teacher  models  powerful  response   •  Student  reflects/self-­‐assesses/makes  a  goal  or   a  plan  
  • 52. A  math  sequence   •  AcGvate  background  knowledge   •  Demonstrate/model  new  concept   •  PracGce  in  partners   •  ‘Could  you  do  these  quesGons  with  80%   accuracy  and  confidence?’   •  If  ‘yes’,  begin  independent  pracGce.       •  If  ‘no’,  come  to  this  table  for  more  teaching.  
  • 53. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  • 54. Goal: Learning Intentions, self assessment   Kate Giffin, Queen Alexandra, gr. 4/5 Learning   Inten+on   Quiz   Mastery   Prac+ce  on   my  own   Assistance   please!   Where  I  get   stuck…   I  can  create   equivalent   fracGons.   I  can   reduce  a   fracGon  to   its  lowest   terms.  
  • 55. Reading and Thinking with Different Texts •  Making  Inferences   •  Asking  quesGons   •  Using  evidence  to  support  your  thinking   •  Learning  IntenGons:            -­‐I  can  use  world  currency  informaGon  to   explain  what  this  means  to  average  people.        -­‐I  can  interpret  this  informaGon,  providing   reasoning  for  my  interpretaGons  
  • 56. A Comparison of World Currencies – what does it mean to the average citizen? •  CiGes  being  compared:   –  Athens,  Frankfurt,  Manila,  Shanghai,  Toronto   •  Number  of  minutes  to  work  to  buy  a  Big  Mac:    -­‐12,  15,  30,  30,  88   •  Number  of  hours  to  work  to  buy  an  8gb  iPod    -­‐10.5,  13.5,  24.5,  56.5,  128.5  
  • 57. •  Annual  average  hours  worked:    -­‐1704,  1827,  1868,  1946,  2032   •  Cost  of  living  (relaGve  to  NYC)    -­‐28.7%,  48.9%,  54.6%,  63%,  70.6%   ar+cles.moneycentral.msn.com/SmartSpending/ ConsumerAc+onGuide/burgernomics-­‐whats-­‐a-­‐big-­‐ mac-­‐worth.aspx  
  • 58. 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   It’s All about Thinking – Collaborating to support all learners (in Math and Science)  –  Brownlie,  Fullerton  &Schnellert    Portage  and  Main  Press,  in  press.   Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom  –  Schnellert,  Datoo,  Ediger,  Panas    Pembroke  Pub.,  2009  

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