The Big 6

A Focus on Informed Assessment Practices WebCast # 3 January 16, 2008

Assessment For Learning : A Priority Caren Cameron [email_address] 2

Message: Find more ways to involve your learners in AFL practices! 3

Learning Intentions
Understand and explain to others the concept of assessment for learning (AFL)
2. Identify six big AFL practices and describe classroom examples 3. Determine a next step I can … 4

Agenda
Review ‘What is AFL?’ ‘Why bother?’
2. Ideas for Six Big AFL practices 3. Recap and next steps 5

Turn and Talk
Turn to a person next to you and tell each other
your confidence level for each of my learning intentions
no clue - some clue - giving others clues
One or two things you need to take away from this webcast to make it worth your time

Distinct Differences Assessment FOR Assessment OF Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge

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

credit Black and Wiliam (1998)
“ Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” 10

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?)

# 1 . Learning Intention 9 Let students know (in a language they can understand) what they are expected to learn 12

SAMPLE FROM Grade 10 Math Dean Baldwin - Sooke #62
Factoring Polynomials Math 10
Students can…
Show a variety of ways to factor a polynomial
Identify which technique is used for a polynomial
Show more than one way to reach an answer when factoring polynomials

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.
I know that magnets have good
uses and bad uses.
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

SAMPLE FROM Grade 7 Science Kris Fujita - Chiefess School Name: Unit: Before After Destination Comments (student, teacher):

1. Turn to a person next to you and talk
about learning intentions
e.g. Something I already knew/ do is…
A new idea was…
I’m not sure about…
I’ve learned…
Turn and Talk

Work with learners to develop criteria so they know what quality looks like #2. Criteria

SAMPLE FROM Grade 10 Kathleen Gregory - Sooke #62

Video Sample for Criteria

SAMPLE from Grade 1 Primary Teachers - Saanich #63 WHAT’S IMPORTANT WHEN WE ARE LISTENING TO SOMEONE READ TO US? CRITERIA DETAILS
look at the reader
sit in a way that everyone
can listen and see
think about what you
are hearing
look at the reader as they read
sit on our bottoms
listen carefully so you can
answer questions
look at the pictures
keep our hands and feet to
ourselves
don’t get in someone’s space
sit still so others can see
make pictures in your brain
you can ask a question

1. Pause and think about your learners and criteria
Pause and Record 2. Record 2 - 3 points you want to remember (use words, symbols, sketches, colour) 3. Tell a partner

7 Increase the amount of descriptive feedback and decrease evaluative feedback #3. Feedback

“ 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

Video Sample for Feedback

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

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:__________________ ____________________________ ________________________________________________________

SAMPLES from Voices of Experience 2 Positives + + 1 Suggestion Bubble Box CRITERIA COMMENTS by teacher self peer __________________________ __________________________ __________________________ Activity _____________ Date _____________ Next Time __________________________ __________________________ __________________________ + +

Walk and Explain
Meet with a partner
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

Recap 3. Think purpose purpose purpose 2. Keep AFL distinct from AOL 4. Remind yourself WIIFM WIIFS
Increase your emphasis on AFL
Use more descriptive feedback (it is the core)
6. Don’t be easily seduced 29

TO SIT BESIDE Kathleen Gregory and Tyson Rosberg

Stop and Plan 2. Decide on your next step 3. Write it down and tell someone else 1. Think about the topic of AFL

The Fred Factor 32

AFL WebCasting - See you next time
February 13, 2008 8:45 – 12:00
April 16, 2008 3:30 – 6:00
May 7, 2008 3:30 – 6:00
33

The Big 6

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The Big 6 — Presentation Transcript