The document discusses assessment for learning (AFL) strategies used by teachers in Vancouver School District. It describes 6 key AFL strategies: 1) learning intentions, 2) criteria, 3) descriptive feedback, 4) questions, 5) self and peer assessment, and 6) ownership. Several teachers provide examples of how they implement these strategies in their classrooms to engage students and help them learn essential concepts. The strategies are aimed at making student learning more effective.

1. Going
Deeper
with
Assessment
for
Learning
Vancouver
School
District
May
9th,
2012
Faye
Brownlie
www.slideshare.net

2. Learning
IntenFons
• I
can
name
and
describe
the
6
AFL
strategies.
• I
can
idenFfy
some
of
the
AFL
strategies
in
my
pracFce.
• I
understand
how
to
embed
AFL
strategies
seamlessly
into
my
teaching
to
make
student
learning
more
powerful.
• I
can
plan
a
next
step.

3. The teeter totter
kids curriculum
kids

4. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

5. Universal Design for Learning
MulFple
means:
-­‐to
tap
into
background
knowledge,
to
acFvate
prior
knowledge,
to
increase
engagement
and
moFvaFon
-­‐to
acquire
the
informaFon
and
knowledge
to
process
new
ideas
and
informaFon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

6. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

7. Teaching
Content
to
All
Open-­‐ended
teaching
adapted
modified

8. 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

9. 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

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

11. First
Class
–
80
minutes
•
I
wonder
pictures
•
Big
idea
–
circulaFon
•
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.
-­‐-­‐-­‐
essenFal
quesFons
–
in
groups,
discuss
each
•
Class
discussion
on
essenFal
quesFons
•
Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn

15. What
do
you
know
about
the
circulatory
system?

16. BCirculaFon:
An
Overview
Circula+on:
Ablood
around
the
•Blood
vessels
transport
n
Overview
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

17. • 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
lea
side
of
the
heart
pumps
blood
throughout
the
body

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

19. 3
EssenFal
QuesFons
1. How
criFcal
is
a
heart
to
the
life
of
an
organism?
2.
How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
their
locaFon?
3. Why
must
blood
always
be
flowing?

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

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

22. AFL – K Writing
Leanne Commons & Jeri Jakovac, Tait Elem.
• Resource:
What’s
Next
for
This
Beginning
Writer?
– Reid,
Schwartz,
Peterson
• Criteria
• DescripFve
feedback
• Ownership

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

31. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
acFve,
collaboraFve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)
2011.

32. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?

33. • Individually,
brainstorm
what
you
can
recall
about
the
characterisFcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaFons,
label
an
atom…)
• Exit
slip:
2
characterisFcs
you
want
to
remember
about
atoms.

34. The
Atom
• All
mamer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaFve
and
posiFve
charges.
• Electrons
have
a
negaFve
charge;
protons
have
a
posiFve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
negaFvely
or
posiFvely
charged,
depending
on
the
raFo
of
protons
and
neutrons.

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

36. Goal: develop and apply mathematical
language
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?

38. Inuit
Study
• Now
try
the
same
strategy
with
content.
• Back
to
back
drawing.
• Aaer
each
sketch,
check
out
the
image
and
write
a
one
sentence
synthesis
of
what
is
important
–
or
generate
5-­‐8
key
phrases
describing
the
picture.
• Students
walk
through
the
‘gallery’
and
observe
the
other
pictures
and
statements/phrases.
• Students
web
what
they
now
know.

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

41. Introducing
MulFple
Texts
–
Non-­‐ficFon
Gr.
5-­‐8

42. Double-­‐Entry
Response
Journals
• 2
column
response:
‘something
that
struck
me’
and
‘my
thinking’
• Model
response
• Have
students
idenFfy
criteria
for
response
• Students
respond
individually,
aaer
reading
• Conference
with
each
student
as
they
are
wriFng,
and
provide
descripFve
feedback
–
what’s
working
and
extend
the
response
• Provide
wrimen
feedback
together
• Plan
follow-­‐up
–
what’s
next
for
the
class?

43. Reaching
Readers
–
Pearson,
GR
Q-­‐R,
DRA
–
38-­‐40

44. In
the
Mountains
-­‐
Ethan
Something
that
Struck
Me….
My
Thinking?
•You
can
grow
rice
in
the
mountains.
•How
is
the
water
power?
•People
of
the
Andes
grow
coffee
and
•Were
does
the
water
come
from?
corn
on
the
lower
slopes
of
the
mountains
•How
does
it
get
in
to
the
rocky
mountains?
•People
grow
rice
using
terracing.
•How
does
all
the
wood
get
to
the
trees?
You raised some really good
questions from this book. Now •Would
all
the
food
they
grow
freeze?
that I learned that your
grandmother was a farmer on the #My
Grandma
grew
potatoes
on
the
flat
plains, do you think she would grounds.
It
was
easer
cuz
on
a
mountain
ever use the method of terracing?! your
on
a
slant.
My
Granny
was
on
a
flat
ground.

45. In
the
Mountains
-­‐
Cayman
Something
that
Struck
me…
My
Thinking
–
so
what?
A
giraffe
freely
roams
near
the
base
of
When
I
went
to
Affrica
we
flew
over
Mount
Kilimanjaro.
Mountaen
Kilimajaro.
Even
thow
we
were
up
so
hy
it
looked
like
it
was
onle
a
liUle
was
Down.
Even
thou
it
was
not
there
was
s+ll
snow
on
the
top.
There
were
miney
types
of
anmels
like
elefents,
jraffs,
monkees,
zebras
and
more.
I love your connections to the
mountain. How does the snow
level change on mountains near
Dease Lake?!

46. In
the
Mountains
-­‐
Bluebell
Something
that
struck
me…
My
Thinking
1. Villages
live
on
mountain
1. I
am
confused.
I
thought
side.
no
one
can
live
on
mountains
only
animals.
2.
Two
plaZorms
combine
at
the
earth’s
crust
and
it
2. 2.
I
thought
that
makes
a
mountain.
mountains
were
just
the
remainings
of
old
or
even
3. When
you
climb
say
1,000,000,000
years
old
Mount
Everest
the
higher
and
o^en
erupted!
you
go
the
colder
it
gets.
Living on a mountain – or
in the mountains – is
interesting. Many would you say to them?
people might think Do you do any
that you live in the mountain activities?
mountains. What!

47. The
Next
Day…
How
to
read
the
text
–
co-­‐teaching
• Think
aloud
– Model
– Guided
pracFce
– Read
independently

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

49. Resources
• Assessment
&
InstrucHon
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
ConversaHons,
ThoughMul
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
–
collaboraHng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniHes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraHng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011