Stzuminus First Nation Afl

Assessment  for  Learning:    finding  out  what  we  need  to  know  

Sept.  17,  2010  Stu-­‐Ate  Secondary  School  

Faye  Brownlie  

ASSESSMENT  of    

LEARNING  

Purpose  • To  measure,  to  report  out  

Audience  • Others,  parents,  the  public  

Form  •rank  order,  

marks,  percentages  

Timing  • At  the  end  

ASSESSMENT  for    

LEARNING  

Purpose  •  to  inform  teaching  and  learning  

Audience  •  teachers  and  students  

Form  • descripGve  feedback  –  NO  MARKS!  

Timing  • while  the  learning  is  happening  when  the  informaGon  can  sGll  be  used  

FormaGve  Assessment  Choices  

Standard  Reading  Assessment     Choose  a  piece  of  text  from  your  course  that  is  appropriate  for  your  students  to  read  and  ask  5  open-­‐ended  quesGons.    Oral  reading  secGon.    Gr.  2-­‐forever  

EPRA  –  Early  Primary  Reading  Assessment    

K-­‐2  2  forms:    common  text  and  leveled  text  Oral  reading,  conference,  thinking  paper.  

DART  –  District  Assessment  of  Reading  Team    

3-­‐9  2  forms:    formaGve  &  summaGve  Oral  reading,  conference,  paper  and  pencil  responses  to  5  quesGons  

•  ConnecGons:    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.  

•  ReflecGng:    Was  this  easy  or  hard  to  understand?    How  did  you  help  your  self  understand?        (SD,  p.23)  

•  Students  respond  to  reading  non-­‐ficGon  text  

•  Students  read  orally  

•  Teacher  conferences  with  each  student  

1.  Note  taking  &  details  2.  Reading  graphs,  pictures  &  maps  (oral  Gr3)  3.  PresenGng  informaGon  in  a  different  way  

(elaboraGng,  extending,  connecGng,  comparing)  4.  Personal  connecGons,  reasoning,  reading  beyond  

the  lines  5.  Difficulty  of  text  

•  Read  your  grade  level  text(s)  •  Read  through  the  protocol  •  Read  through  &  answer  the  quesGons,  this  creates  an  answer  key  

•  Share  your  answers  with  grade  alike  staff  •  Photocopy  materials  •  Arrange  for  another  adult  to  assist  •  Plan  a  quiet  acGvity  for  early  finishers  

•  Students  respond  to  reading  non-­‐ficGon  text  with  coloured  pictures    

•  Students  read  orally  

•  Teacher  conferences  with  each  student  

Assessment materials, EPRA:  

• grade protocol�

• real books for each student �

• oral reading page�

• conference page�

• thinking paper�