Vsb an intro to afl.nov.2010

Assessment for Learning, An Introduction

Vancouver School District November 26th, 2010

Faye Brownlie www.slideshare.net

 I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning.

 I can identify six big AFL practices and describe classroom examples.

 I can determine a next step.

Learning Intentions

Assessment OF Learning

Purpose: to measure, to sort

Audience: those outside the class

Form: marks, rank orders, #

Timing: at the end, summative

Assessment FOR Learning

Purpose: inform learning

Audience: teacher and student

Form: descriptive feedback

Timing: on-going, throughout the learning

The Six Big AFL Strategies 1.  Learning intentions

2.  Criteria

3.  Descriptive feedback

4.  Questions

5.  Self and peer assessment

6.  Ownership How can I adapt this to my context?

Descriptive Feedback

•  What’s working?

•  What’s not?

•  What’s next?

Model Guided practice Independent practice Independent

application

Pearson & Gallagher (1983)

Formative assessment to determine students strengths and needs

Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

Learning Intentions Joni Tsui and Alissa Sarte, Port Moody Secondary

Teacher and Department Head

•  At the beginning of each class we write the learning intenGons for the day on the board – e.g. By the end of class today you will be able to:

1. Define the term ionic compound.

2. Determine the chemical formulae for ionic compounds.

3. Name ionic compounds.

•  Have students write the learning intenGons down in a journal.

•  During class, we refer to the intenGons as we progress through the lesson and point out when we have hit each outcome.

•  Refer to them again at the end of class and occasionally stop and do a quick check for understanding.

•  Student feedback: – They like to know why we are doing certain acGviGes – They look back at the learning intenGons when doing review. – If I forget to write them down, they tell me right away! It has become the starGng paUern for my classes.

•  What we found: –  Students had a focus for the lessons. They would oWen interrupt me to say “so that’s the second learning intenGon, right?”

–  They didn’t quesGon “why are we doing this?” because I told them right from the start.

– When we reminded the kids at the end of class that these were the things that they should now know, we had an increase in students asking for clarificaGon or coming in for help. Students became beUer at the metacogniGon of understanding whether or not they had learned things.

Coloured Cubes, Coloured Highlighters Aliisa and Joni

•  During lecture, lab or assignment •  3 coloured cubes: – Red – don’t get it – Yellow – bit confused – Green – making sense

– Used with AP Biology 12, science 10, Biology 11

•  Highlight your notes with the 3 colours – helps you find what you need to focus on

•  Code your own quizzes with coloured pencils, before handing in

•  Consider your errors – how many were careless?


2.  Criteria


4.  Questions


6.  Ownership

Questioning

Learning Intentions

•I can pose questions based on an image

•I can integrate information about an image, based on my own questions and those of others

Sea Otter Pup - Victoria Miles (Orca)

There is a forest of seaweed in the ocean.

It is a forest of kelp. At the boUom of the

kelp forest, Mother sea oUer searches for

food.

High above, her pup is waiGng. He is

wrapped in a piece of kelp so he can’t

driW away while Mother is down below.

He bobs, floaGng on his back in the

cold waves, holding his front paws and

hind flippers above the water to keep them dry.

Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait

Orca Publishing, 2006 #9 781551 433967

Questioning – Joni Tsui •  IntroducGon to earthquakes in geology 12. •  Students have all seen earthquakes in previous classes (some more than others).

•  We completed the acGvity and I made sure every student in class wondered at least one thing.


2.  Criteria


4.  Questions


6.  Ownership

Gr. 8 Science “The Digestive System”

Paul Paling, Prince Rupert

Learning Inten+on: Demonstrate where in the body

digesGon occurs and what happens to the food

Connecting/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 digesGve system and describe what happens to food there.

•  Day 2 Write the 2 most important things learned today.

•  Day 4 3-‐2-‐1 for digesGon.


2.  Criteria


4.  Questions


6.  Ownership

Lori Zawada & Faye Brownlie Grade 2/3

Tait Elementary Richmond

Learning Intentions Questioning Descriptive Feedback Ownership

Learning Intention: •  I can examine a picture and infer what is happening

•  I can provide ‘because’ reasoning (evidence) for my inference

•  Peter’s Poofect Pet -‐ Tina Powell

•  www.bigfatpen.com


2.  Criteria


4.  Questions


6.  Ownership

AFL

•  Learning intenGons

•  Criteria – co-‐created

•  DescripGve feedback

•  Peer assessment, then self assessment

•  Ownership

Cinquain Poems •  Show a poem to the students and have them see if they can find the paUern – 5 lines with 2,4,6,8,2 syllables

•  Create a cinquain poem together •  NoGce literacy elements used •  Brainstorm for a list of potenGal topics •  Alone or in partners, students write several poems •  Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher

Garnet’s 4/5s Literary Elements

•  Simile

•  Rhyme

•  AlliteraGon •  Assonance

Sun Run Jog together

Heaving panGng pushing

The cumbersome mass moves along

10 K

Vicky Shy and happy

The only child at home

Always have a smile on her face

my

cheerful

Candy Choclate bars

Tastes like a gummy drop

Lickrish hard like gummys

Eat

Thomas

Vampires Quenching the thirst

These bloodthirsty demons

Eyes shine, like a thousand stars

Midnight

Hannah

Majic LafaGng

Wacing throw wals fliing in air

Macking enment objec

Drec dans.

Henry

AFL – K Writing Leanne Commons & Jeri Jakovac, Tait Elem.

•  Resource: What’s Next for This Beginning Writer? –  Reid, Schwartz, Peterson

•  Criteria

•  DescripGve feedback

•  Ownership


2.  Criteria


4.  Questions


6.  Ownership

Questioning

• Math

•  Closed vs open

•  1 + 4 =

•  2 + 3 =

•  4 + 1 =

•  0 + 5 =

How can you show your number for our number

book?

Questioning

• Who is answering your quesGons?

• Who is asking the quesGons?

Math Centres – gr. 1/2 Michelle Hikada, Tait

•  4 groups •  1 with Michelle, working on graphing (direct teaching, new material)

•  1 making paUerns with different materials (pracGce)

•  1 making paUerns with sGckers (pracGce)

•  1 graphing in partners (pracGce)

•  With your partner, choose a bucket of materials and make a bar graph.

•  Ask (and answer) at least 3 quesGons about your graph.

•  Make another graph with a different material.

Math - Grade 12

Rob Sidley

Summative turned Formative QuesGon 1 QuesGon 2

Individual response

Individual response

Group response

Group response

•  Teacher models powerful response

•  Student reflects/self-‐assesses/makes a goal or a plan

A math sequence

•  AcGvate background knowledge •  Demonstrate/model new concept

•  PracGce in partners •  ‘Could you do these quesGons with 80% accuracy and confidence?’

•  If ‘yes’, begin independent pracGce. •  If ‘no’, come to this table for more teaching.


2.  Criteria


4.  Questions


6.  Ownership

Goal: Learning Intentions, self assessment Kate Giffin, Queen Alexandra, gr. 4/5

Learning Inten+on

Quiz Mastery Prac+ce on my own

Assistance please!

Where I get stuck…

I can create equivalent fracGons.

I can reduce a fracGon to its lowest terms.

Reading and Thinking with Different Texts

•  Making Inferences •  Asking quesGons •  Using evidence to support your thinking

•  Learning IntenGons: -‐I can use world currency informaGon to explain what this means to average people. -‐I can interpret this informaGon, providing reasoning for my interpretaGons

A Comparison of World Currencies – what does it mean to the average

citizen? •  CiGes being compared: – Athens, Frankfurt, Manila, Shanghai, Toronto

•  Number of minutes to work to buy a Big Mac: -‐12, 15, 30, 30, 88

•  Number of hours to work to buy an 8gb iPod -‐10.5, 13.5, 24.5, 56.5, 128.5

•  Annual average hours worked: -‐1704, 1827, 1868, 1946, 2032

•  Cost of living (relaGve to NYC) -‐28.7%, 48.9%, 54.6%, 63%, 70.6%

ar+cles.moneycentral.msn.com/SmartSpending/ConsumerAc+onGuide/burgernomics-‐whats-‐a-‐big-‐mac-‐worth.aspx

Grand Conversations, Thoughtful Responses - a unique approach to literature circles -‐ Faye Brownlie

Portage and Main Press, 2004

Student Diversity, 2nd ed -‐ Brownlie, Feniak and Schnellert Pembroke Publishers, 2005

It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities) – Brownlie and Schnellert Portage and Main Press, 2009

It’s All about Thinking – Collaborating to support all learners (in Math and Science) – Brownlie, Fullerton &Schnellert Portage and Main Press, in press.

Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom – Schnellert, Datoo, Ediger, Panas Pembroke Pub., 2009

Vsb an intro to afl.nov.2010

Education

big afl strategies1

ionic compounds

1 making pauerns

schnellert

peer assessment6

descriptive

thinking collaborating

learning intentions2