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A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.

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  • 1. Forma&ve Assessment- making the greatest dierence in improving learning Kwantlen Park Secondary Surrey Sept. 26, 2011 Faye Brownlie

2. Learning IntentionsI can understand and explain to others thedifferences bet ween assessment for learning(AFL) and assessment of learning.I can not only identify six big AFL practises. butalso describe and increase my classroom examples.I can determine a next step. 3. Assessment OF LearningPurpose:to measure, to sortAudience: those outside the classForm: marks, rank orders, #Timing: at the end, summative 4. Assessment FOR LearningPurpose:inform learningAudience: teacher and studentForm: descriptive feedbackTiming:on-going, throughoutthe learning 5. 1. Learning IntentionsStudents can reach any target as long as it holds s&ll for them. - S&ggins - 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality ques&ons to show evidence of learning 6. 4. Descrip+ve Feedback Timely, relevant descrip&ve feedback contributes most powerfully to student learning! 5. Self & Peer AssessmentInvolve learners more in self & peer assessment6. OwnershipHave students communicate their learning with others 7. Essential Lesson Components Essen&al ques&on/learning inten&on/a big idea Open-ended strategies: connect-process-transform Dieren&a&on choice, choice, choice Assessment for learning Gradual release of responsibility 8. Learning IntentionsJoni Tsui and Alissa Sarte, Port Moody Secondary Teacher and Department Head 9. At the beginning of each class we write the learning inten&ons for the day on the board e.g. By the end of class today you will be able to: 1. Dene the term ionic compound. 2. Determine the chemical formulae for ionic compounds. 3. Name ionic compounds. 10. Have students write the learning inten&ons down in a journal. During class, we refer to the inten&ons 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. 11. Student feedback: They like to know why we are doing certain ac&vi&es They look back at the learning inten&ons when doing review. If I forget to write them down, they tell me right away! It has become the star&ng pa^ern for my classes. 12. What we found: Students had a focus for the lessons. They would o_en interrupt me to say so thats the second learning inten&on, right? They didnt ques&on 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 clarica&on or coming in for help. Students became be^er at the metacogni&on of understanding whether or not they had learned things. 13. Questioning through Pictures 14. I used this ac&vity as an introduc&on to earthquakes in geology 12. Students have all seen earthquakes in previous classes (some more than others). We completed the ac&vity and I made sure every student in class wondered at least one thing. Lets try it. 15. Earthquakes You may ask ques&ons out loud. You may NOT ANSWER any ques&ons. EVEN IF YOU KNOW THE ANSWER!!!! All ques&ons should start with I wonder 16. Example 2 Nerves Biology 12 17. What I Found: Every student could contribute. There is no risk in asking a ques&on that no one is supposed to answer. Students remembered a lot of previous informa&on. When moving on to the lesson, they actually cared about the material!!! The ques&ons that they asked were o_en very good and related to the content that I was subsequently teaching. 18. Math - Grade 12Rob Sidley Richmond 19. Summative turned FormativeQues&on 1 Ques&on 2 Individual Individual response response Group Group response response 20. Teacher models powerful response Student reects/self-assesses/makes a goal or a plan 21. How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on peoples lives? Catriona Misfeldt, Its All about Thinking 22. Essential QuestionsW hat stories do these data or this chart, graph, or map tell? Whose stories are they?W hat data are the most revealing and representative of the quality of life?Catriona Misfeldt, Its All aboutThinking 23. The Plan: Co-create criteria for measuring quality of human life Model how to underline phrases that might affect the quality of a life Students read and underline phrases from 2 different case studies Students record + and factors affecting life Exit slip denition of a good life 24. Emma I hate you. Youre such an idiot! The back door slammed loudly. Emma opened her eyes quickly and pulled up her so_ comforter. Her heart was bea&ng fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. Lazy head, out of bed! her father shouted from the bo^om of the stairs. 25. Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He o_en seemed angry now. Emma remembered happier &mes when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again. Caring for Young Peoples Rights Roland Case 26. Jose Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the s&ck wall of his familys home. The s&cks broke easily but were a type of wood that the termites wouldnt eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs o at night, Jose sat up and climbed over Salvador and his &ny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt oor. Caring for Young Peoples Rights Roland Case 27. Lit 12: prac&ce without penalty Naryn Searcy, Pen&cton as described in Learning in Safe Schools Brownlie & King, 2011 Goal: learn how to represent your understanding of a poem in a dierent ways Poet: Robert Burns Auld Lang Syne (read aloud) To a Mouse (teams) 28. 1. Read aloud and prac&ce stanza with partner 2. Connect to themes: Mankind has broken its union with nature Even our best laid plans o_en do not work out 3. Microcosm & universal truths 29. Assignment 1. Mouse Dance all 8 stanzas (2-4 students) 2. Comic (1-2 students) 3. Reduced poetry (1-2 students) 30. Criteria Demonstrate understanding of the meaning of all 8 stanzas of the poem Recognize and demonstrate the 2 themes 31. Feedback What worked? Whats missing? Whats next? 32. Robert Burns (1759-1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, +mrous beas+e, Oh, what a panics in thy breas+e! Thou need na start awa sae hasty Wi bickerin braRle! I wad be laith to rin an chase thee Wi murdring paRle! 33. Resources Grand Conversa