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The Big 6
 

The Big 6

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    The Big 6 The Big 6 Presentation Transcript

    • 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