A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)

1. Assessment for Learning
Revisited
The
Appie
Session
Thursday,
Jan.
9,
2014
Prince
Rupert
Faye
Brownlie
www.slideshare.net

3. AFL
• Using
informaFon
about
student
achievement/learning
to
adjust
the
subsequent
teaching
• Whole
class
adjustment
• Personalized/differenFated
adjustment

4. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sFll
for
them.”
-­‐
SFggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesFons
to
show
evidence
of
learning

5. 4.
Descrip+ve
Feedback
Timely,
relevant
descripFve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

6. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecFve
than
wri]en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

7. You’re
born
with
what
you
got…
and
that’s
that!
It’s
fixed......or…

8. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
pracFce

9. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People
Search
–
12
boxes
• Students
made
notes
for
each
quesFon
• Coached
and
listened
to
see
if
there
were
any
challenging
areas
• 2
quesFons
were
most
challenging
• Melanie
explained
her
‘answer’
to
each,
using
a
Fmeline
and
associaFons
• 2
addiFonal
areas
to
study
– With
a
concept
map
– With
a
chart

10. Canada
in
the
1930’s
People
Search
Find
someone
who:
…can
describe
3
…can
paint
a
vivid
picture
differences
between
life
in
with
words
of
relief
camps
the
city
and
life
in
rural
Canada
during
the
Great
Depression
…can
tell
the
story
of
the
beginning
of
the
labour
movement
in
Canada
…understands
the
difference
between
totalitarism,
socialism,
communism,
and
fascism
in
the
1930’s

11. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15
minutes
–
work
on
unit
review
quesFons
with
a
partner
• Inside/outside
circle
–
5
quesFons
• Partner
A
explains,
B
listens,
refines,
quesFons
• Outside
circle,
move
2
chairs,
then
Partner
A
explains,
etc.
• Teachers
listen/coach
for
class
confusion
• Model
process
for
soluFon
for
the
challenging
quesFon
for
the
class
• Students
reflect:
what
I
need
to
remember

13. • Middle/secondary
• Use
mulFple
choice
quesFons
BEFORE
the
chapter
to
organize
quick
flips
through
the
text
• Use
mulFple
choice
quesFons
to
begin
each
class
– Focused
opening
– Answer
in
teams
of
3
or
4

14. Grade 2/3 Writing Criteria
• An opening sentence with a hook
• Details
• Distinguished words

19. Autumn
Bear
Author-­‐Diane
Culling
Illustrator
-­‐
Cindy
Vincent
Snowberry
Books,
2007
ISBN
978-­‐0-­‐9736678-­‐2-­‐0

20. One
September
morning
•a
piece
of
fog
touched
me.
As
I
looked
out
my
window
the
gold
leaves
driped
out
of
the
tree
as
I
dragged
my
feet
down
the
stairs
to
breakfreast,
as
I
waited
for
the
school
bus
I
feel
puffs
of
wind
pick
up
my
hair
when
the
school
bus
came
I
slowley
walk
up
the
stairs
as
I
bundled
•
in
a
seat
as
I
went
down
the
steps
I
saw
birds
migraFng
south
as
if
leaves
followed
them
it
looked
like
they
were
air
dancing.•
-­‐Allyson,
gr.2

21. • As
the
cool
fall
leafs
fall
the
aniamails
hide
in
thir
hafertat
an
the
people
put
worm
fire
on
and
they
have
hot
chocolet
with
mashmao.
If
feel
couze
with
the
blaket
on
you.
You
feel
like
you
want
to
stay
home
forever.
The
wind
hits
your
face
it
feels
like
somebudys
teeching
except
it’s
the
breeze.
-­‐by
Jason,
gr.3

22. Autumn
Wind
• When
the
Autumn
wind
blows
it
makes
me
shiver.
It
really
makes
me
quiver.
The
wind
is
cold
and
really
bold,
it
feels
refreshing
on
my
face.
I
get
to
keep
my
own
pace.
My
hair
would
blow
I
can
be
slow,
I
walk
on
the
ground
I
don’t
have
a
frown,
it
feels
so
good
and
it
keeps
me
in
a
joyful
mood
it
keeps
me
happy
for
the
rest
of
the
day
and
I
want
to
play
and
play.
Aper
the
Autumn
wind
blows
on
my
face
it
is
really
cool,
it
almost
feels
as
cold
as
my
pool.
By
Samantha,
gr.3