AFL/Differentiation

Assessment for Learning and Differentiation

Monday, Oct.26th, 2009 Concordia International School

Shanghai (gr.5-8) Faye Brownlie

Vancouver, Canada

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

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

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Stage

Purpose: Engage/Activate prior knowledge/ Predict content/Focus on a purpose:

Purpose: Construct meaning/Monitor understanding/ Process ideas

Purpose: Process ideas/Apply knowledge/ Reflect on thinking and learning

Assessment: 1. 2. 3. 4.

Connecting

Transforming & Personalizing

Processing

(key concepts/enduring understandings): Students will understand that…

(important skills or processes):

Students will be able to… Student outcomes

‘Big ideas’

Black  &  Wiliam  (1998)  

Ha;e  &  Timperley  (2007)  

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.”  

Assessment OF Learning

Purpose: reporting out, summative assessment, measuring learning

Audience: parents and public Timing: end

Form: letter grades, rank order, percentage scores  

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

Assessment FOR Learning

Purpose: guide instruction and learning

•The Grand Event

•Ongoing in the Class

The Six Big AFL Strategies

1.     Intentions 2.  Criteria

3.  Descriptive feedback 4.  Questions

5.  Self and peer assessment

6.  Ownership

Learning Outcomes/Learning Intentions

Computer Science 6 Math 7

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 Skills

I can create a new folder and name it.

Sequence:

Science 8

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  

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  

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.  

Working with Criteria Self & Peer Assessment

Ownership Language Arts 5-7

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

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  

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  

Assessment for Learning:

The Grand Event

What do I need to teach?

(with the goal in mind)

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

•  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)  

1

From Assessment to Instruction

Brownlie, Feniak, Schnellert, 2006

2

4

3

Assess (against criteria)

Set a Goal (target)

Plan/Teach (with the goal in mind)

Reassess

Bill’s  Year  at  a  Glance-­‐Sept.  

Bill’s  Year  at  a  Glance-­‐Oct.  

15-­‐3=0  

Without - •  professional development •  ongoing formative assessment of

students and •  ongoing summative assessment of

students and programs

Reading Next - Biancarosa & Snow, 2004