Transcript Document

WebCast # 3
January 16, 2008
Assessment For
Learning: A Priority
Caren Cameron
[email protected]
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Message:
Find more ways to
involve your learners
in AFL practices!
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Learning Intentions
I can…
1. Understand and explain to others the concept
of assessment for learning (AFL)
2. Identify six big AFL practices and
describe classroom examples
3. Determine a next step
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Agenda
1. Review ‘What is AFL?’ ‘Why bother?’
2. Ideas for Six Big AFL practices
3. Recap and next steps
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Turn and Talk
1. Turn to a person next to you and tell each other
a) your confidence level for each of my learning intentions
no clue - some clue - giving others clues
b) One or two things you need to take away from this
webcast to make it worth your time
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Distinct Differences
Assessment FOR
Assessment OF
Learning
Measuring
Students
Public/Parents
Descriptive
% # Symbols (A,B,etc)
Daily
Event
Coach
Judge
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6 Big AFL PRACTICES
1. Intentions
2. Criteria
3. Descriptive Feedback
4. Questions
5. Self and Peer Assessment
6. Ownership
credit Black and Wiliam
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“Assessment explicitly designed
to promote learning is the single
most powerful tool we have for
raising achievement.”
credit Black and Wiliam (1998)
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Stand and Retell
1. Meet with 2 or 3 people and stand in a circle
2. One person retells everything he/she
recalls about AFL (what is it?) (why bother?)
3. Others in the group listen and when the
reteller is finished - they add additional
ideas they recall
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#1.
Learning Intention
Let students know (in a language
they can understand) what they
are expected to learn
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SAMPLE FROM Grade 10 Math
Dean Baldwin - Sooke #62
Factoring Polynomials
Math 10
Students can…
1. Show a variety of ways to factor a
polynomial
2. Identify which technique is used for a
polynomial
3. Show more than one way to reach an
answer when factoring polynomials
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SAMPLE FROM
Grade 4 Science
Lauren Parker - Winnipeg #1
Traffic Lights about Magnets
1. I know what a Force is.
2. I can explain what Gravity is.
3. I know what the job of a magnet is.
4. I can show that opposite poles attract to
each other and poles that are alike repel each other.
5.
I know that magnets have good
uses and bad uses.
6.
I know what Static Electricity is.
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SAMPLE FROM Grade 7 Science
Kris Fujita - Chiefess School
Name:
Unit:
Before
Destination
After
Comments (student, teacher):
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Turn and Talk
1. Turn to a person next to you and talk
about learning intentions
e.g. Something I already knew/ do is…
A new idea was…
I’m not sure about…
I’ve learned…
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#2. Criteria
Work with learners to
develop criteria so they
know what quality looks
like
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SAMPLE FROM Grade 10
Kathleen Gregory - Sooke #62
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Video Sample for Criteria
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SAMPLE from Grade 1
Primary Teachers - Saanich #63
WHAT’S IMPORTANT WHEN WE ARE LISTENING
TO SOMEONE READ TO US?
CRITERIA
• look at the reader
DETAILS
• look at the reader as they read
• look at the pictures
• sit
in a way that everyone
can listen and see
• sit
• think
• listen
about what you
are hearing
on our bottoms
• keep our hands and feet to
ourselves
• don’t get in someone’s space
• sit still so others can see
carefully so you can
answer questions
• make pictures in your brain
• you can ask a question
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Pause and Record
1. Pause and think about your learners and criteria
2. Record 2 - 3 points you want to remember
(use words, symbols, sketches, colour)
3. Tell a partner
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#3. Feedback
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Increase the amount of
descriptive feedback and
decrease evaluative feedback
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“evaluative feedback contains a
judgement such as ‘great job!’ and is
often in symbols such as a number, %,
grade -descriptive feedback is specific, timely
and is like a running commentary”
credit Bellanca
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Video Sample for Feedback
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SAMPLE from Voices of Experience
COMMENTS ONLY MARKING
TASK
STUDENT
TWO things you have done well
ONE area that needs improvement
TRY this for you next step
Date:
Class:
Use of feedback
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SAMPLE from
Formative Assessment in the Secondary Classroom
COMMENTS ONLY
3 highlights show where you
best met criteria
1 arrow
Shows where your work
needs improvement
Next Step:__________________
____________________________
____________________________
____________________________
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SAMPLES from Voices of Experience
2 Positives
1 Suggestion
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CRITERIA COMMENTS
by teacher self peer
__________________________
__________________________
__________________________
+
__________________________
__________________________
__________________________
Bubble
Box
Next Time
Activity _____________ Date _____________
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Walk and Explain
1. Meet with a partner
2. Walk together as one person explains
the concept of AFL
3. Continue walking as the other person identifies
2 or 3 of the 6 Big AFL practices and describes
some classroom examples
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Recap
1. Increase your emphasis on AFL
2. Keep AFL distinct from AOL
3. Think purpose purpose purpose
4. Remind yourself WIIFM WIIFS
5. Use more descriptive feedback
(it is the core)
6. Don’t be easily seduced
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TO SIT BESIDE
Kathleen Gregory and Tyson Rosberg
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Stop and Plan
1. Think about the topic of AFL
2. Decide on your next step
3. Write it down and tell someone else
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The Fred Factor
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AFL WebCasting - See you next time
• February 13, 2008
8:45 – 12:00
• April 16, 2008
3:30 – 6:00
• May 7, 2008
3:30 – 6:00
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