Assessment for Learning,
An Introduction
Vancouver School District
November 26th, 2010
Faye Brownlie
www.slideshare.net
 I can understand and explain to others the
concept of assessment for learning (AFL) and
assessment of learning.
 I can ...
Assessment OF Learning
Purpose: to measure, to sort
Audience: those outside the class
Form: marks, rank orders, #
Timing: ...
Assessment FOR Learning
Purpose: inform learning
Audience: teacher and student
Form: descriptive feedback
Timing: on-going...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
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; Sch...
Learning Intentions
Joni	
  Tsui	
  and	
  Alissa	
  Sarte,	
  Port	
  Moody	
  Secondary	
  
Teacher	
  and	
  Department...
•  At	
  the	
  beginning	
  of	
  each	
  class	
  we	
  write	
  the	
  
learning	
  intenGons	
  for	
  the	
  day	
  o...
•  Have	
  students	
  write	
  the	
  learning	
  intenGons	
  
down	
  in	
  a	
  journal.	
  
•  During	
  class,	
  we...
•  Student	
  feedback:	
  
– They	
  like	
  to	
  know	
  why	
  we	
  are	
  doing	
  certain	
  
acGviGes	
  
– They	
...
•  What	
  we	
  found:	
  
–  Students	
  had	
  a	
  focus	
  for	
  the	
  lessons.	
  	
  They	
  would	
  
oWen	
  in...
Coloured Cubes, Coloured Highlighters	
  
Aliisa and Joni
•  During	
  lecture,	
  lab	
  or	
  assignment	
  
•  3	
  col...
•  Highlight	
  your	
  notes	
  with	
  the	
  3	
  colours	
  –	
  helps	
  
you	
  find	
  what	
  you	
  need	
  to	
  ...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
Questioning
Learning Intentions
•I can pose questions based on an image
•I can integrate information about an
image, based on my own q...
Sea Otter Pup - Victoria Miles
(Orca)
There	
  is	
  a	
  forest	
  of	
  seaweed	
  in	
  the	
  ocean.	
  	
  	
  
It	
 ...
High	
  above,	
  her	
  pup	
  is	
  waiGng.	
  	
  He	
  is	
  
	
  wrapped	
  in	
  a	
  piece	
  of	
  kelp	
  so	
  h...
He	
  bobs,	
  floaGng	
  on	
  his	
  back	
  in	
  the	
  
	
  cold	
  waves,	
  holding	
  his	
  front	
  paws	
  and	
...
Secret of the Dance -
Andrea Spalding and Alfred Scow,
Illustrations - Darlene Gait
Orca Publishing, 2006
#9 781551 433967
Questioning – Joni Tsui
•  IntroducGon	
  to	
  earthquakes	
  in	
  geology	
  12.	
  	
  
•  Students	
  have	
  all	
  ...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
Gr. 8 Science
“The Digestive System”
Paul Paling, Prince Rupert
Learning	
  Inten+on:	
  
Demonstrate	
  where	
  in	
  th...
Connecting/processing Strategy: What’s In,
What’s Out?
(Reading 44, adapted by PPaling)
•  stomach	
   	
   	
  squeezing	...
Exit Slips
•  Day	
  1	
  	
  Choose	
  1	
  part	
  of	
  the	
  digesGve	
  system	
  
and	
  describe	
  what	
  happen...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
Lori Zawada & Faye Brownlie
Grade 2/3
Tait Elementary
Richmond
Learning Intentions
Questioning
Descriptive Feedback
Owners...
Learning Intention:
•  I	
  can	
  examine	
  a	
  picture	
  and	
  infer	
  what	
  is	
  
happening	
  
•  I	
  can	
  ...
•  Peter’s	
  Poofect	
  Pet	
  -­‐	
  Tina	
  Powell	
  
•  www.bigfatpen.com	
  
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
AFL	
  
•  Learning	
  intenGons	
  
•  Criteria	
  –	
  co-­‐created	
  
•  DescripGve	
  feedback	
  
•  Peer	
  assessm...
Cinquain Poems
•  Show	
  a	
  poem	
  to	
  the	
  students	
  and	
  have	
  them	
  see	
  if	
  
they	
  can	
  find	
 ...
Garnet’s 4/5s Literary Elements
•  Simile	
  
•  Rhyme	
  
•  AlliteraGon	
  
•  Assonance	
  
Sun	
  Run	
  
Jog	
  together	
  
Heaving	
  panGng	
  pushing	
  
The	
  cumbersome	
  mass	
  moves	
  along	
  
10	
  ...
Vicky	
  
Shy	
  and	
  happy	
  
The	
  only	
  child	
  at	
  home	
  
Always	
  have	
  a	
  smile	
  on	
  her	
  face...
Candy	
  
Choclate	
  bars	
  
Tastes	
  like	
  a	
  gummy	
  drop	
  
Lickrish	
  hard	
  like	
  gummys	
  
Eat	
  
Tho...
Vampires	
  
Quenching	
  the	
  thirst	
  
These	
  bloodthirsty	
  demons	
  
Eyes	
  shine,	
  like	
  a	
  thousand	
 ...
Majic	
  
LafaGng	
  
Wacing	
  throw	
  wals	
  fliing	
  in	
  air	
  
Macking	
  enment	
  objec	
  
Drec	
  dans.	
  
H...
AFL – K Writing
Leanne Commons & Jeri Jakovac, Tait Elem.	
  
•  Resource:	
  	
  What’s	
  Next	
  for	
  This	
  Beginni...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
Questioning
•  Math	
  
•  Closed	
  vs	
  open	
  
•  1	
  +	
  4	
  =	
  	
  
•  2	
  +	
  3	
  =	
  
•  4	
  +	
  1	
  =	
  
•  0	
  +	
  5	
  =	
  
How can you show your
number for our number
book?
Questioning
•  Who	
  is	
  answering	
  your	
  quesGons?	
  
•  Who	
  is	
  asking	
  the	
  quesGons?	
  
Math Centres – gr. 1/2
Michelle Hikada, Tait
•  4	
  groups	
  
•  1	
  with	
  Michelle,	
  working	
  on	
  graphing	
  ...
•  With	
  your	
  partner,	
  choose	
  a	
  bucket	
  of	
  
materials	
  and	
  make	
  a	
  bar	
  graph.	
  
•  Ask	
...
Math - Grade 12
Rob	
  Sidley	
  
Summative turned Formative
QuesGon	
  1	
   	
   	
  QuesGon	
  2	
  
Individual	
  
response	
  
Individual	
  	
  
respo...
•  Teacher	
  models	
  powerful	
  response	
  
•  Student	
  reflects/self-­‐assesses/makes	
  a	
  goal	
  or	
  
a	
  p...
A	
  math	
  sequence	
  
•  AcGvate	
  background	
  knowledge	
  
•  Demonstrate/model	
  new	
  concept	
  
•  PracGce	...
The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer a...
Goal: Learning Intentions, self assessment	
  
Kate Giffin, Queen Alexandra, gr. 4/5
Learning	
  
Inten+on	
  
Quiz	
   Ma...
Reading and Thinking with Different
Texts
•  Making	
  Inferences	
  
•  Asking	
  quesGons	
  
•  Using	
  evidence	
  to...
A Comparison of World Currencies –
what does it mean to the average
citizen?
•  CiGes	
  being	
  compared:	
  
–  Athens,...
•  Annual	
  average	
  hours	
  worked:	
  
	
  -­‐1704,	
  1827,	
  1868,	
  1946,	
  2032	
  
•  Cost	
  of	
  living	
...
Grand Conversations, Thoughtful Responses - a unique approach to literature
circles -­‐	
  Faye	
  Brownlie	
  
	
  	
  	
...
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
Upcoming SlideShare
Loading in...5
×

Vsb an intro to afl.nov.2010

842

Published on

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

k-12

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
842
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
15
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Transcript of "Vsb an intro to afl.nov.2010"

  1. 1. Assessment for Learning, An Introduction Vancouver School District November 26th, 2010 Faye Brownlie www.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. Learning Intentions
  3. 3. Assessment OF Learning Purpose: to measure, to sort Audience: those outside the class Form: marks, rank orders, # Timing: at the end, summative
  4. 4. Assessment FOR Learning Purpose: inform learning Audience: teacher and student Form: descriptive feedback Timing: on-going, throughout the learning
  5. 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. 6. Descriptive Feedback •  What’s working? •  What’s not? •  What’s next?
  7. 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  8. 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. 9. Learning Intentions Joni  Tsui  and  Alissa  Sarte,  Port  Moody  Secondary   Teacher  and  Department  Head  
  10. 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. 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. 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. 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. 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. 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. 16. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  17. 17. Questioning
  18. 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. 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. 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. 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. 22. Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait Orca Publishing, 2006 #9 781551 433967
  23. 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. 24. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  25. 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. 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. 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. 28. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  29. 29. Lori Zawada & Faye Brownlie Grade 2/3 Tait Elementary Richmond Learning Intentions Questioning Descriptive Feedback Ownership
  30. 30. Learning Intention: •  I  can  examine  a  picture  and  infer  what  is   happening   •  I  can  provide  ‘because’  reasoning  (evidence)   for  my  inference  
  31. 31. •  Peter’s  Poofect  Pet  -­‐  Tina  Powell   •  www.bigfatpen.com  
  32. 32. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  33. 33. AFL   •  Learning  intenGons   •  Criteria  –  co-­‐created   •  DescripGve  feedback   •  Peer  assessment,  then  self  assessment   •  Ownership  
  34. 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. 35. Garnet’s 4/5s Literary Elements •  Simile   •  Rhyme   •  AlliteraGon   •  Assonance  
  36. 36. Sun  Run   Jog  together   Heaving  panGng  pushing   The  cumbersome  mass  moves  along   10  K  
  37. 37. Vicky   Shy  and  happy   The  only  child  at  home   Always  have  a  smile  on  her  face                                                                  my   cheerful  
  38. 38. Candy   Choclate  bars   Tastes  like  a  gummy  drop   Lickrish  hard  like  gummys   Eat   Thomas  
  39. 39. Vampires   Quenching  the  thirst   These  bloodthirsty  demons   Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  40. 40. Majic   LafaGng   Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  41. 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. 42. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  43. 43. Questioning •  Math   •  Closed  vs  open  
  44. 44. •  1  +  4  =     •  2  +  3  =   •  4  +  1  =   •  0  +  5  =  
  45. 45. How can you show your number for our number book?
  46. 46. Questioning •  Who  is  answering  your  quesGons?   •  Who  is  asking  the  quesGons?  
  47. 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. 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. 49. Math - Grade 12 Rob  Sidley  
  50. 50. Summative turned Formative QuesGon  1      QuesGon  2   Individual   response   Individual     response   Group   response   Group     response  
  51. 51. •  Teacher  models  powerful  response   •  Student  reflects/self-­‐assesses/makes  a  goal  or   a  plan  
  52. 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. 53. The Six Big AFL Strategies 1.  Learning intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  54. 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. 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. 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. 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. 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  
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×