This document provides an overview of a presentation on assessment for learning and differentiation given to teachers. It discusses key concepts like the six big assessment for learning strategies, universal design for learning, and differentiating instruction. It also provides examples of learning intentions, criteria, formative assessment strategies, and using assessment data to guide instruction for various subjects.

1. Assessment for Learning
and Differentiation
Monday, Oct.26th, 2009
Concordia International School
Shanghai (gr.5-8)
Faye Brownlie
Vancouver, Canada

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. 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. Teach Content to All
Learning in Safe Schools - Brownlie, King"

5. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

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. (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. Black
&
Wiliam
(1998)
Ha;e
&
Timperley
(2007)

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. Assessment OF Learning
Purpose: reporting out,
summative assessment,
measuring learning
Audience: parents and public
Timing: end
Form: letter grades,
rank order, percentage scores

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. Assessment FOR Learning
Purpose: guide instruction
and learning
•The Grand Event
•Ongoing in the Class

13. The Six Big AFL Strategies
1.
Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

14. Learning Outcomes/Learning
Intentions
Computer Science 6
Math 7

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.

17. Sequence:
Science 8

18. 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

19. 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

22. 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.

23. Working with Criteria
Self & Peer Assessment
Ownership
Language Arts 5-7

24. Feedback:
Taking
ownership
Student
highlight
what
they
are
most
proud
of
in
their
wriHng
or
what
they
want
you
to
noHce

28. 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

30. 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

34. Assessment for Learning:
The Grand Event

35. (with the goal in mind)
What do I need to teach?

36. 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

37. • 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)

40. From Assessment to Instruction
1 Assess
(against criteria)
2 Set a Goal
(target)
3 Plan/Teach
(with the goal in mind)
4 Reassess

41. Bill’s
Year
at
a
Glance-­‐Sept.

42. Bill’s
Year
at
a
Glance-­‐Oct.

43. 15-­‐3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004