afl/differentiation
TRANSCRIPT
Assessment for Learning and Differentiation
Monday, Oct.26th, 2009 Concordia International School
Shanghai (gr.5-8) Faye Brownlie
Vancouver, Canada
Learning Intentions I can understand and can explain to others the concepts of Assessment for Learning (AFL)
I can identify and give specific examples of the six big AFL strategies
I can explain a structure to differentiate instruction.
I have a plan to implement a strategy which is new to me. I can determine a next step
Universal Design for Learning
Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation
-to acquire the information and knowledge to process new ideas and information
-to express what they know. Rose & Meyer, 2002
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Open-ended strategies:
connect process
personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
Stage
Purpose: Engage/Activate prior knowledge/ Predict content/Focus on a purpose:
Purpose: Construct meaning/Monitor understanding/ Process ideas
Purpose: Process ideas/Apply knowledge/ Reflect on thinking and learning
Assessment: 1. 2. 3. 4.
Connecting
Transforming & Personalizing
Processing
(key concepts/enduring understandings): Students will understand that…
(important skills or processes):
Students will be able to… Student outcomes
‘Big ideas’
Black & Wiliam (1998)
Ha;e & Timperley (2007)
Black & Wiliam, 1998
• Review of 250 arHcles • Improving formaHve assessment raises standards
• “Few iniHaHves in educaHon have had such a strong body of evidence to support a claim to raise standards.”
Assessment OF Learning
Purpose: reporting out, summative assessment, measuring learning
Audience: parents and public Timing: end
Form: letter grades, rank order, percentage scores
Assessment FOR Learning
Purpose: guide instruction, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descriptive feedback
Assessment FOR Learning
Purpose: guide instruction and learning
•The Grand Event
•Ongoing in the Class
The Six Big AFL Strategies
1. Intentions 2. Criteria
3. Descriptive feedback 4. Questions
5. Self and peer assessment
6. Ownership
Learning Outcomes/Learning Intentions
Computer Science 6 Math 7
Computer Exploratory Gr.6 Holly Colquhoun, Summerland Middle School
Criteria/Skill
Keyboarding I can recognize and use the home keys correctly. I can type without looking down at my hands. I can keyboard at least 15 words a minute.
Computer Skills
I can create a new folder and name it.
Sequence:
Science 8
Gr. 8 Science “The DigesHve System” Paul Paling, Prince Rupert
Learning Inten+on: Demonstrate where in the body
digesHon occurs and what happens to the food
ConnecHng/processing Strategy: What’s In,
What’s Out? (Reading 44, adapted by PPaling)
• stomach squeezing • abdomen hungry
• saliva ulcer
• bolus tongue
• gastric juices mucus
• pepsin carbohydrates
• muscles mechanical
Exit Slips
• Day 1 Choose 1 part of the digesHve system and describe what happens to food there.
• Day 2 Write the 2 most important things learned today.
• Day 4 3-‐2-‐1 for digesHon.
Working with Criteria Self & Peer Assessment
Ownership Language Arts 5-7
Feedback: Taking ownership Student highlight what they are most proud of in their wriHng or what they want you to noHce
Feedback: Going Deeper Work toward criteria
Explain how you have met the criteria
Partner explains how you have met the criteria
Co-‐construct a goal for next Hme
Feedback: Different PerspecHves Work toward the criteria
Meet in groups of 3 to share your work and borrow ideas
Record the ideas from your partners
Assessment for Learning:
The Grand Event
What do I need to teach?
(with the goal in mind)
Assessment FOR Learning Performance Based Assessment
• Descriptive scoring • Coding in teams • Class/grade profile of strengths and areas of need
• Action plans developed - what’s next?
• Individual students identified for further assessment
• Connec&ons: 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.
• Reflec&ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
1
From Assessment to Instruction
Brownlie, Feniak, Schnellert, 2006
2
4
3
Assess (against criteria)
Set a Goal (target)
Plan/Teach (with the goal in mind)
Reassess
Bill’s Year at a Glance-‐Sept.
Bill’s Year at a Glance-‐Oct.
15-‐3=0
Without - • professional development • ongoing formative assessment of
students and • ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004