The document discusses the importance of formative assessment in education, emphasizing that effective feedback and teacher judgment significantly impact student learning. It highlights strategies for providing descriptive feedback, involving self and peer assessment, and creating a collaborative classroom environment. Additionally, it includes examples of lesson planning and assessment practices from various subjects aimed at fostering student engagement and ownership of learning.

1. Forma&ve
Assessment
SFU
Student
Teachers
Sept
3,
2014
Faye
Brownlie
ww.slideshare.net

2. The teeter totter
kids curriculum
kids

3. Assessment
OF
Learning
Purpose:
repor&ng
out,
summa&ve
assessment,
measuring
learning
Audience:
parents
and
public
Timing:
end
Form:
leFer
grades,
rank
order,
percentage
scores

4. Assessment
FOR
Learning
Purpose:
guide
instruc&on,
improve
learning
Audience:
teacher
and
student
Timing:
at
the
beginning,
day
by
day,
minute
by
minute
Form:
descrip&ve
feedback

5. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

6. Dylan
Wiliam,
2011
Pedagogy
trumps
curriculum
How
you
are
taught
is
more
important
than
what
you
are
taught…greatest
impact
on
learning

7. • “…
numbers
do
not
take
the
place
of
a
teacher’s
professional
judgment.”
(7)
• Cameron
&
Gregory

8. • “…people
rarely
ques&on
whether
percentage
scores
truly
represent
student
learning….
Teacher
judgment
is
replaced
by
the
‘power
of
the
points’”
(86)
• Marzano
as
quoted
in
Cameron
&
Gregory
(10)

9. • How
do
you
find
&me
in
each
lesson
to
provide
1:1
feedback
for
all
students?

10. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s&ll
for
them.”
-­‐
S&ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques&ons
to
show
evidence
of
learning
Whose
ques&ons?
Who
answers?

11. 4.
Descrip5ve
Feedback
Timely,
relevant,
personal,
descrip&ve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
understand
their
learning
and
Communicate
It
with
others

12. Descriptive Feedback
• What’s
working?
• What’s
not?
• What’s
next?

13. “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
effec&ve
than
wriFen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

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

15. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
prac&ce

16. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wri&ng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– Descrip&on
– Imagina&on
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

17. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wri&ng?
• Build
on
one
another’s
thinking
• View
4
pictures

21. • Eagle
Dreams
-­‐
WriKen
by
Sheryl
McFarlane
;
Illustra5ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

22. • Task:
a
piece
of
wri&ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un&l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri&ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri&ng

23. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emo&on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

24. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Amer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

25. Sample
3
Once
upon
a
&me
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
con&nued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…

26. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
&me
to
eat
a
dinner
say
mother
say
…

27. • Kids
can
add/edit/con&nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden&fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Amer
repeated
prac&ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con&nuous,
personal,
&mely,
focused

29. Intro
to
Circula&on
–
Gr.
12
Biology
Natalie
Burns,
Burnaby
Central
The
Challenge:
– A
hook
– More
discussion
– Thinking
more
deeply
about
the
content
– Building
community
in
the
classroom

30. First
Class
–
80
minutes
• I
wonder
pictures
• Big
idea
–
circula&on
• 2
minute
quick
write
–
what
I
remember
• 20
min.
–
alone
or
with
a
partner,
terms
–
heart,
blood,
arteries,
veins,
capillaries,
immune
system,
circulatory
disorders
–
then
mindmap
• Connect
to
heart
image
• 10
min.
–
lecture,
3
slides
• 15
min.
-­‐
essen&al
ques&ons
–
in
groups,
discuss
each
• Class
discussion
on
essen&al
ques&ons
• Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn

34. What
do
you
know
about
the
circulatory
system?

35. BCircula&on:
An
Overview
•Blood
vessels
Circulatransport
5on:
An
blood
Overview
around
the
body
-­‐Arteries
carry
blood
away
from
the
heart
-­‐Veins
carry
blood
to
the
heart
-­‐Capillaries
allow
for
gas,
nutrient
and
waste
exchange
between
blood
cells
and
body
cells
• ood
vessels
transport
blood
around
the
body
-
Arteries
carry
blood
away
from
the
heart
-
Veins
carry
blood
towards
the
heart
-
Capillaries
allow
for
gas,
nutrient
&
waste
exchange
between
blood
cells
and
body
cells

36. • The
heart
is
responsible
for
pumping
blood
throughout
your
whole
body
-­‐There
are
chambers
to
separate
oxygenated
and
deoxygenated
blood
-­‐The
right
side
of
the
heart
pumps
blood
to
the
lungs
and
the
lem
side
of
the
heart
pumps
blood
throughout
the
body

37. • Blood
is
made
up
of
more
than
just
red
stuff!
-­‐Most
of
blood
is
plasma
(liquid)
-­‐White
blood
cells
help
our
immune
system
by
figh&ng
diseases
-­‐Platelets
allow
our
blood
to
clot
-­‐Red
blood
cells
carry
O2
&
nutrients
to
cells,
and
CO2
&
waste
away
from
cells

38. 3
Essen&al
Ques&ons
1. How
cri&cal
is
a
heart
to
the
life
of
an
organism?
2. How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
their
loca&on?
3. Why
must
blood
always
be
flowing?

40. Math
Centres
–
gr.
1/2
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paFerns
with
different
materials
(prac&ce)
• 1
making
paFerns
with
s&ckers
(prac&ce)
• 1
graphing
in
partners
(prac&ce)

41. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques&ons
about
your
graph.
• Make
another
graph
with
a
different
material.

45. Resources
• Grand
Conversa,ons,
Though2ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora,ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani,es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora,ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
Instruc,on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press