Forma&ve  Assessment-­‐  making  the  greatest  difference  in  improving  

learning  

Kwantlen  Park  Secondary  Surrey  

Sept.  26,  2011  Faye  Brownlie  

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

 I can not only identify six big AFL practises. but also describe and increase my 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

1. Learning Intentions “Students  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  

4.  Descrip+ve  Feedback  Timely,  relevant    descrip&ve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  communicate    

their  learning  with  others

Essential Lesson Components

•  Essen&al  ques&on/learning  inten&on/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  Differen&a&on  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

Learning Intentions Joni  Tsui  and  Alissa  Sarte,  Port  Moody  Secondary  

Teacher  and  Department  Head  

•  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.    Define  the  term  ionic  compound.    

     2.    Determine  the  chemical  formulae  for                  ionic  compounds.  

     3.    Name  ionic  compounds.  

•  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.  

•  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.  

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

–  They  didn’t  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  clarifica&on  or  coming  in  for  help.    Students  became  be^er  at  the  metacogni&on  of  understanding  whether  or  not  they  had  learned  things.  

Questioning through Pictures

•  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.        Let’s  try  it….  

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”…  

Example  2  

Nerves  –  Biology  12  

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.      

Math - Grade 12

Rob  Sidley  

Richmond  

Summative turned Formative Ques&on  1      Ques&on  2  

Individual  response  

Individual    response  

Group  response  

Group    response  

•  Teacher  models  powerful  response  

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

How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking

Essential Questions  What stories do these data or this chart, graph, or map tell? Whose stories are they?

 What data are the most revealing and representative of the quality of life?

Catriona Misfeldt, It’s All about Thinking

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 – definition of a good life

Emma  

“I  hate  you.    You’re  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.  

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  People’s  Rights  –  Roland  Case  

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  family’s  home.    The  s&cks  broke  easily  but  were  a  type  of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the  yard  outside.    Gently  raising  the  thin  bed  sheet  that  kept  the  bugs  off  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  floor.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

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  different  ways  

•  Poet:    Robert  Burns      – Auld  Lang  Syne  (read  aloud)  – To  a  Mouse  (teams)  

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  

Assignment  

1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  

2.  Comic  (1-­‐2  students)  

3.  Reduced  poetry  (1-­‐2  students)  

Criteria  

•  Demonstrate  understanding  of  the  meaning  of  all  8  stanzas  of  the  poem  

•  Recognize  and  demonstrate  the  2  themes  

Feedback  

•  What  worked?  •  What’s  missing?  

•  What’s  next?  

Robert  Burns  (1759-­‐1796)To  a  Mouse  On  Turning  Up  Her  Nest  with  the  

Plough,  November,  1785      

       Wee,  sleeket,  cowrin,  +m'rous  beas+e,                            Oh,  what  a  panic's  in  thy  breas+e!                            Thou  need  na  start  awa  sae  hasty                              

       Wi'  bickerin  braRle!                              

       I  wad  be  laith  to  rin  an'  chase  thee                                        Wi'  murd'ring  paRle!  

Resources    •  Grand  Conversa<ons,  Though?ul  Responses  –  a  unique  

approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,  

2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,  

2006  •  It’s  All  about  Thinking  –  collabora<ng  to  support  all  learners  

(in  English,  Social  Studies  and  Humani<es)  –  Brownlie  &  Schnellert,  2009  

•  It’s  All  about  Thinking  –  collabora<ng  to  support  all  learners  (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  

•  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  Instruc<on  of  ESL  Learners,  2nd  ed  –  Brownlie,  

Feniak,  &  McCarthy,  in  press