Transcript Understanding by design Assessment Focus Day 3 ELA 6-9

April 6, 2011
Refine
our understanding of ELA
Engage with student exemplars and
rubrics and designing constructive
feedback
Plan – put knowledge into action
9:00-10:15
10:15 – 10:30
10:30 – 11:00
11:00 – 12:00
12:00 – 12:45
12:45 – 2:00
2:00 – 2:10
2:10 – 2:45
2:45 – 3:00
Exemplars and feedback
Coffee break
Reviewing the pieces
Working together
Lunch
Working together
Coffee break
Gradebook and reporting
Parking lot and reflection
Feedback and exemplars
Find
a partner who teaches in a
different school
Read the student exemplars
together
Generate feedback or questions
you might share with students
(20 minutes)
 In
your pairing, consider the following
questions:
 What is important when offering
feedback?
 What makes the process most
successful?
 When is feedback ineffective?
 What additional information is
important when crafting feedback? (10
minutes)
Timely
and specific
feedback is the greatest
contributing factor to
growth in learning and
skills.
 These
exemplars are from grade five
and six students. The grade five
samples were written in the fall and
the grade six were written in April.
They represent both males and
females.
 Can you sort the samples into grade
levels?
(5 minutes)
 The
rubrics you have been given articulate
the criteria for this writing assignment at
each grade level.
 With your partner, consider:
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How will your feedback change now that you
have more information?
How and when can you imagine delivering
feedback to the students?
How could you use the rubrics as Assessment as
Learning, Assessment for Learning and
Assessment of Learning? (20 minutes)
Combine
with another group and
share your thoughts, findings
and feedback.
Consider:
 How can we use feedback to
move every student forward?
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(10 minutes)
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Comes before, during, as well as after the learning
Is easily understood and relates directly to the learning
Is specific, so performance can improve – not simply “do
more” or “do better”
Is not simply “making corrections” which is an ineffective
practice
Involves choice on the part of the learner as to the type
of feedback and how to receive it
Is part of an ongoing conversation about the learning
(timely)
Is in comparison to models, exemplars, samples, or
descriptions
Originates from both teachers and learners
Is about the characteristics of learning and not about
characteristics of the student
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Traffic lights/ coloured cards (red, yellow,
green, orange and blue)
Dart boards (bulls eye, getting there,
working on it, needs improvement)
Highlighter (Pink – Tickled pink, Yellow –
Goal area)
Error analysis – 3 wrongs and a right
Conversations, journal entries, rubrics,
emails, peer feedback sessions
Sharing writing – group revision
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Before students are introduced to rubrics, they share
what they already know about quality in the skill or
product you are focusing on.
Students use the rubric to practice judging the quality of
anonymous work.
Some assignments come home marked with descriptions
of strengths and areas for improvement, rather than
grades. The wording reflects the concepts in the rubrics.
Students use the rubric to judge the quality of their own
work: they identify strengths and set goals for
improvement.
Comments may focus on one or two features of quality
rather than all criteria represented on the rubric.
Students have the opportunity to track their achievement
and share their progress with their parents.
Unit planners, BDA charts, rubrics, etc.
Compose
and create - expressive
strand and includes speaking,
representing and writing
Comprehend and respond – receptive
strand and includes listening,
viewing and reading
Assess and reflect – reflecting on
self and others and setting goals for
language learning
In
the C and C goal area, the
greatest emphasis rests on the
work students do before
producing a product
In C and R, this emphasis shifts
to the work students do during
their interaction with texts
Five Contexts:
1. Personal and Philosophical
2. Social, cultural and historical
3. Imaginative and literary
4. Communicative
5. Environmental and technological
TYPE OF UNIT
NUMBER OF UNITS per YEAR
Multi-genre thematic
3 (minimum)
Multi-genre inquiry and/or
interdisciplinary
1 (minimum)
Author or genre study
1 (maximum)
What
we do with
students before, during
and after engaging in a
text will determine
their growth,
engagement and
success.
 Unit
planner and/or pacing guide – 6
strands
 BDA charts – focus on learning strategies,
essential questions, enduring
understandings and knowledge
 Sorting documents – menu for tracking
learning; tasks, strategies and criteria
 Completed rubrics and task sheets – what
do the rubrics tell us?
With
a partner, choose a rubric at
your grade level and explore it.
What does it tell us about our BDA
charts? Our Learning Plans?
How can we use them formatively?
Summatively?
How do we make them clear to
students?
What do we have left to do? Sharing the load…and
using what we already have
1.
2.
3.
Comprehend & Respond
Compose & Create
Specific Criteria
Specific Criteria
Information & Ideas
Text Structure &
Features
Respond to &
Interpret Text
1.
2.
3.
Message & Meaning
Organization &
Coherence
Style & Language
Choices
Message/Meaning
Great work! This is going extra
well for you!
You did it and you did it on
your own!
Good start. You are beginning
to make sense of this on your
own.
You can do it. Spend some
extra time with the criteria
and ask for help.
Focus on
central idea or
topic
The topic for the narrative was
established early on, was
immediately engaging, and was
developed skillfully throughout.
The topic for the narrative
was established early on and
developed clearly
throughout.
The topic for the narrative was
established but, at times, was
lost in the story. More time
should be spent in the ‘before’
stage, clarifying the intent of the
narrative.
Develops a
point of view
First person point of view was
developed and maintained
throughout the essay. The
point of view added compelling
relevance to the story.
The topic, language and
organization are extremely
well-suit to the intended
audience and purpose. There is
clear understanding of the
reason for the narrative.
First person point of view
was developed and
maintained throughout the
essay. The point of view was
convincing and relevant.
The topic and language and
are appropriate for the
audience and purpose.
Some help is needed to develop
a first person point of view
which is maintained throughout
the essay.
Despite assistance, the
narrative’s topic was never
fully developed and
therefore, the message was
lost. Much more time needs
to be spent in the ‘before’
stage.
Much more attention needs
to be given to considering
and developing a point of
view.
A Awareness of
audience and
purpose
There are aspects of the topic,
language and/or organization
that do not suit the audience
and purpose. More time should
be spent considering who will
be reading the narrative and
why the story is being told.
Despite assistance, there is
clear difficulty with writing
to match the audience and
purpose. More clarification
of criteria would help.
3
things I have learned
about ELA and planning
2 things I feel great about
1 thing I still need to
continue to practice