The Big 6


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The Big 6

  1. 1. A Focus on Informed Assessment Practices WebCast # 3 January 16, 2008
  2. 2. Assessment For Learning : A Priority Caren Cameron [email_address] 2
  3. 3. Message: Find more ways to involve your learners in AFL practices! 3
  4. 4. Learning Intentions <ul><li>Understand and explain to others the concept of assessment for learning (AFL) </li></ul>2. Identify six big AFL practices and describe classroom examples 3. Determine a next step I can … 4
  5. 5. Agenda <ul><li>Review ‘What is AFL?’ ‘Why bother?’ </li></ul>2. Ideas for Six Big AFL practices 3. Recap and next steps 5
  6. 6. Turn and Talk <ul><li>Turn to a person next to you and tell each other </li></ul><ul><li>your confidence level for each of my learning intentions </li></ul><ul><li>no clue - some clue - giving others clues </li></ul><ul><li>One or two things you need to take away from this webcast to make it worth your time </li></ul>
  7. 8. Distinct Differences Assessment FOR Assessment OF Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge
  8. 9. 6 Big AFL PRACTICES 1. Intentions 2. Criteria 6. Ownership 3. Descriptive Feedback 4. Questions 5. Self and Peer Assessment credit Black and Wiliam 9
  9. 10. <ul><li>credit Black and Wiliam (1998) </li></ul>“ Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” 10
  10. 11. Stand and Retell 1. Meet with 2 or 3 people and stand in a circle 3. Others in the group listen and when the reteller is finished - they add additional ideas they recall 2. One person retells everything he/she recalls about AFL (what is it?) (why bother?)
  11. 12. # 1 . Learning Intention 9 Let students know (in a language they can understand) what they are expected to learn 12
  12. 13. SAMPLE FROM Grade 10 Math Dean Baldwin - Sooke #62 <ul><li>Factoring Polynomials Math 10 </li></ul><ul><li>Students can… </li></ul><ul><li>Show a variety of ways to factor a polynomial </li></ul><ul><li>Identify which technique is used for a polynomial </li></ul><ul><li>Show more than one way to reach an answer when factoring polynomials </li></ul>
  13. 14. SAMPLE FROM Grade 4 Science Lauren Parker - Winnipeg #1 4. I can show that opposite poles attract to each other and poles that are alike repel each other. 6 . I know what Static Electricity is. <ul><li>I know that magnets have good </li></ul><ul><li>uses and bad uses. </li></ul>3. I know what the job of a magnet is. 2. I can explain what Gravity is. 1. I know what a Force is. Traffic Lights about Magnets
  14. 15. SAMPLE FROM Grade 7 Science Kris Fujita - Chiefess School Name: Unit: Before After Destination Comments (student, teacher):
  15. 16. <ul><li>1. Turn to a person next to you and talk </li></ul><ul><li>about learning intentions </li></ul><ul><li> e.g. Something I already knew/ do is… </li></ul><ul><li> A new idea was… </li></ul><ul><li> I’m not sure about… </li></ul><ul><li> I’ve learned… </li></ul>Turn and Talk
  16. 17. Work with learners to develop criteria so they know what quality looks like #2. Criteria
  17. 18. SAMPLE FROM Grade 10 Kathleen Gregory - Sooke #62
  18. 19. Video Sample for Criteria
  19. 20. SAMPLE from Grade 1 Primary Teachers - Saanich #63 WHAT’S IMPORTANT WHEN WE ARE LISTENING TO SOMEONE READ TO US? CRITERIA DETAILS <ul><li>look at the reader </li></ul><ul><li>sit in a way that everyone </li></ul><ul><li>can listen and see </li></ul><ul><li>think about what you </li></ul><ul><li>are hearing </li></ul><ul><li>look at the reader as they read </li></ul><ul><li>sit on our bottoms </li></ul><ul><li>listen carefully so you can </li></ul><ul><li>answer questions </li></ul><ul><li>look at the pictures </li></ul><ul><li>keep our hands and feet to </li></ul><ul><li>ourselves </li></ul><ul><li>don’t get in someone’s space </li></ul><ul><li>sit still so others can see </li></ul><ul><li>make pictures in your brain </li></ul><ul><li>you can ask a question </li></ul>
  20. 21. <ul><li>1. Pause and think about your learners and criteria </li></ul>Pause and Record 2. Record 2 - 3 points you want to remember (use words, symbols, sketches, colour) 3. Tell a partner
  21. 22. 7 Increase the amount of descriptive feedback and decrease evaluative feedback #3. Feedback
  22. 23. “ evaluative feedback contains a judgement such as ‘great job!’ and is often in symbols such as a number, %, grade -- descriptive feedback is specific, timely and is like a running commentary” credit Bellanca 23
  23. 24. Video Sample for Feedback
  24. 25. SAMPLE from Voices of Experience COMMENTS ONLY MARKING TASK STUDENT TWO things you have done well ONE area that needs improvement TRY this for you next step Date: Class: Use of feedback
  25. 26. SAMPLE from Formative Assessment in the Secondary Classroom COMMENTS ONLY 3 highlights show where you best met criteria 1 arrow Shows where your work needs improvement Next Step:__________________ ____________________________ ________________________________________________________
  26. 27. SAMPLES from Voices of Experience 2 Positives + + 1 Suggestion Bubble Box CRITERIA COMMENTS by teacher self peer __________________________ __________________________ __________________________ Activity _____________ Date _____________ Next Time __________________________ __________________________ __________________________ + +
  27. 28. Walk and Explain <ul><li>Meet with a partner </li></ul>2. Walk together as one person explains the concept of AFL some classroom examples 3. Continue walking as the other person identifies 2 or 3 of the 6 Big AFL practices and describes
  28. 29. Recap 3. Think purpose purpose purpose 2. Keep AFL distinct from AOL 4. Remind yourself WIIFM WIIFS <ul><li>Increase your emphasis on AFL </li></ul><ul><li>Use more descriptive feedback (it is the core) </li></ul>6. Don’t be easily seduced 29
  29. 30. TO SIT BESIDE Kathleen Gregory and Tyson Rosberg
  30. 31. Stop and Plan 2. Decide on your next step 3. Write it down and tell someone else 1. Think about the topic of AFL
  31. 32. The Fred Factor 32
  32. 33. AFL WebCasting - See you next time <ul><li>February 13, 2008 8:45 – 12:00 </li></ul><ul><li>April 16, 2008 3:30 – 6:00 </li></ul><ul><li>May 7, 2008 3:30 – 6:00 </li></ul>33