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  1. 1. Assessment for Learning and Differentiation Monday, Oct.26th, 2009 Concordia International School Shanghai (gr.5-8) Faye Brownlie Vancouver, Canada
  2. 2. Learning Intentions  I can understand and can explain to others the concepts of Assessment for Learning (AFL)  I can identify and give specific examples of the six big AFL strategies  I can explain a structure to differentiate instruction.  I have a plan to implement a strategy which is new to me.  I can determine a next step
  3. 3. Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know. Rose & Meyer, 2002
  4. 4. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  5. 5. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  6. 6. Open-ended strategies: connect process personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  7. 7. (key concepts/enduring understandings): ‘Big ideas’ Students will understand that… (important skills or processes): Student outcomes Students will be able to… Stage Connecting Purpose: Engage/Activate prior knowledge/ Predict content/Focus on a purpose: Processing Purpose: Construct meaning/Monitor understanding/ Process ideas Transforming & Personalizing Purpose: Process ideas/Apply knowledge/ Reflect on thinking and learning Assessment: 1. 2. 3. 4.
  8. 8. Black  &  Wiliam  (1998)   Ha;e  &  Timperley  (2007)  
  9. 9. Black  &  Wiliam,  1998   •  Review  of  250  arHcles   •  Improving  formaHve  assessment  raises   standards   •  “Few  iniHaHves  in  educaHon  have  had  such  a   strong  body  of  evidence  to  support  a  claim  to   raise  standards.”  
  10. 10. Assessment OF Learning Purpose: reporting out, summative assessment, measuring learning Audience: parents and public Timing: end Form: letter grades, rank order, percentage scores  
  11. 11. Assessment FOR Learning Purpose: guide instruction, improve learning Audience: teacher and student Timing: at the beginning, day by day, minute by minute Form: descriptive feedback
  12. 12. Assessment FOR Learning Purpose: guide instruction and learning •The Grand Event •Ongoing in the Class
  13. 13. The Six Big AFL Strategies 1.     Intentions 2.  Criteria 3.  Descriptive feedback 4.  Questions 5.  Self and peer assessment 6.  Ownership
  14. 14. Learning Outcomes/Learning Intentions Computer Science 6 Math 7
  15. 15. Computer  Exploratory  Gr.6   Holly  Colquhoun,  Summerland  Middle  School   Criteria/Skill Keyboarding I can recognize and use the home keys correctly. I can type without looking down at my hands. I can keyboard at least 15 words a minute. Computer I can create a new folder Skills and name it.
  16. 16. Sequence: Science 8
  17. 17. Gr.  8  Science   “The  DigesHve  System”   Paul  Paling,  Prince  Rupert   Learning  Inten+on:   Demonstrate  where  in  the  body   digesHon  occurs  and  what  happens   to  the  food  
  18. 18. ConnecHng/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  
  19. 19. Exit  Slips   •  Day  1    Choose  1  part  of  the  digesHve  system   and  describe  what  happens  to  food  there.   •  Day  2    Write  the  2  most  important  things   learned  today.   •  Day  4    3-­‐2-­‐1  for  digesHon.  
  20. 20. Working with Criteria Self & Peer Assessment Ownership Language Arts 5-7
  21. 21. Feedback:  Taking   ownership   Student  highlight  what  they  are  most   proud  of  in  their  wriHng  or  what  they   want  you  to  noHce  
  22. 22. Feedback:  Going   Deeper   Work  toward  criteria   Explain  how  you  have  met  the  criteria   Partner  explains  how  you  have  met  the   criteria   Co-­‐construct  a  goal  for  next  Hme  
  23. 23. Feedback:  Different   PerspecHves   Work  toward  the  criteria   Meet  in  groups  of  3  to  share  your  work  and   borrow  ideas   Record  the  ideas  from  your  partners  
  24. 24. Assessment for Learning: The Grand Event
  25. 25. (with the goal in mind) What do I need to teach?
  26. 26. Assessment FOR Learning Performance Based Assessment •  Descriptive scoring •  Coding in teams •  Class/grade profile of strengths and areas of need •  Action plans developed - what’s next? •  Individual students identified for further assessment
  27. 27. •  Connec&ons:    How  does  what  you  read  connect   with  what  you  already  knew?   •  Summarizing:    Choose  a  way  to  show  the  main   ideas  and  details  in  what  you  read.   •  Inferencing:    Read  between  the  lines  to  find   something  that  you  believe  to  be  true,  but  that   isn’t  actually  said.    Explain  your  reasoning.   •  Vocabulary:    Here  are  3  challenging  words  from   the  text.    Explain  what  you  think  they  mean.   •  Reflec&ng:    Was  this  easy  or  hard  to  understand?     How  did  you  help  your  self  understand?        (SD,  p.23)  
  28. 28. From Assessment to Instruction 1 Assess (against criteria) 2 Set a Goal (target) 3 Plan/Teach (with the goal in mind) 4 Reassess
  29. 29. Bill’s  Year  at  a  Glance-­‐Sept.  
  30. 30. Bill’s  Year  at  a  Glance-­‐Oct.  
  31. 31. 15-­‐3=0   Without - •  professional development •  ongoing formative assessment of students and •  ongoing summative assessment of students and programs Reading Next - Biancarosa & Snow, 2004