Coq Continuing Ed Ass

Changing Assessment Prac0ces – a movement from measuring to

guiding learning Coquitlam Con0nuing Educa0on

Sept. 10, 2010

Faye Brownlie

Learning Inten0ons

•  I can differen0ate between assessment of learning and assessment for learning

•  I understand the 6 strategies of assessment for learning

•  I have a plan to build in more focus for my learners with at least one of the strategies

Black & Wiliam (1998)

HaRe & Timperley (2007)

Assessment OF Learning

Purpose: reporting out, summative assessment, measuring learning

Audience: others, the public Timing: end

Form: letter grades, rank order, percentage scores

Assessment FOR Learning

Purpose: guide instruction, improve learning

Audience: those in the class – teacher and learner

Timing: at the beginning, day by day, minute by minute

Form: descriptive feedback

The Six Big AFL Strategies

1.  Intentions 2.  Criteria

3.  Descriptive feedback 4.  Questions

5.  Self and peer assessment

6.  Ownership

Descrip0ve Feedback

•  What’s working?

•  What’s not?

•  What’s next?

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Gr. 8 Science “The Diges0ve System” Paul Paling, Prince Rupert

Learning Inten+on: Demonstrate where in the body

diges0on occurs and what happens to the food

Exit Slips

•  Day 1 Choose 1 part of the diges0ve system and describe what happens to food there.

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

•  Day 4 3-‐2-‐1 for diges0on.


1.  Inten0ons

2.  Criteria

3.  Descrip0ve feedback

4.  Ques0ons


6.  Ownership

Vo0ng cards & concept ques0ons Aliisa Sarte and Joni Tsui, Port Moody Sec. •  4-‐6 ques0ons, 1 at a 0me •  Ques0ons review the previous content •  All ques0ons are mul0ple choice •  Students choose their response •  Votes counted •  Partner talk •  Revote •  2 students explain their reasoning

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?


1.  Inten0ons

2.  Criteria


4.  Ques0ons


6.  Ownership

Learning inten0ons, descrip0ve feedback, self assessment, ownership

How can I help my learners learn the language and the content they need in socials?

How can I help them talk to each other and to work together?

How can I get them to take a stand and defend their opinions?

Opinion Line-Ups •  Review the previous lesson’s concepts •  Ask learners to assume a point of view •  Present the problem, then each op0on, one at a 0me •  Aker each op0on, have learners line-‐up as to whether they agree, disagree or are somewhere in-‐between

•  Have learners talk about their posi0on –  Begin with several volunteers –  Increase speaking opportuni0es as confidence rises (small groups, 1:1 – with person next to you OR fold the line)

•  Learners return to their seats and write to explain where they would now be in the line-‐up and why


1.  Inten0ons

2.  Criteria


4.  Ques0ons


6.  Ownership

How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

Students need: •  to ‘be’ a character •  support in ‘becoming’ that character

•  to use specific detail and precise vocabulary to support their interpretation

•  choice •  practice •  to develop models of ‘what works’ •  a chance to revise their work

The Plan •  Review scene from novel •  Review criteria for powerful journey response

•  Brainstorm who you could be in this scene

•  4 minute write, using ‘I’ •  Writers’ mumble •  Stand if you can share… •  What can you change/add/revise? •  Share your writing with a partner

Criteria

•  Write in role – use ‘I’ •  Use specific names

•  Phrases/words that show feeling •  Par0cularly descrip0ve details of the event •  Powerful first line

•  What will you change aker listening to others?


1.  Inten0ons

2.  Criteria


4.  Ques0ons


6.  Ownership

Standard Reading Assessment Student Diversity, 2nd ed. – Brownlie, Feniak, Schnellert

•  Connec0ons – 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 and how you figured them out.

•  Reflec0ng – Was this easy or hard to understand? How did you help yourself?

Assessment for Learning Student Diversity, 2nd ed.

•  Teachers’ ques0ons to guide instruc0onal decisions:

1.  What can my students do? 2.  What is missing? 3.  What do I need to teach? 4.  Did my teaching make a difference? 5.  If yes, what is my next class goal? If not, what

will I do differently in order to assist my students in learning?

Assessment as Learning Student Diversity, 2nd ed.

•  Ques0ons students ask themselves to guide their learning:

1.  Did I achieve my goal? 2.  If not, what else can I do to improve toward this

goal? 3.  If I did, what is my new goal?

**Students analyze their results and use this informa0on to set personal goals.

Coq Continuing Ed Ass

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