A Focus on Informed

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A Focus on Informed Assessment Practices
WebCast 2 November 21, 2007
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Learning Intentions

• I can understand and can explain to others the
  concepts of Assessment for Learning
• I can identify and give specific examples of
  the six big Assessment for Learning strategies
• I can determine a next step

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Assessment OF Learning
Purpose reporting out, summative assessment,
measuring learning Audience parents and
public Timing end Form letter grades, rank
order, percentage scores
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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
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The Six Big AFL Strategies

1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

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English 12
Krista Ediger and Joanne Panas Richmond SD 38
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Enduring Understanding

• Students will engage with and respond to poetry
  and ideas, and interact with others around those
  ideas orally and in writing

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Small Group Discussions

• Discuss rubric
• Fishbowl
• Poetry circles
• Self-assess
• Teacher observation and feedback
• (Written analytical response)

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Advise to the Young

• Read the poem Advise to the Young by Miriam
  Waddington
• Jot notes on the poem
• Discuss in groups of 4 or 5 how students might
  indicate understanding
• Discuss poem in groups of 4 or 5

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The Six Big AFL Strategies
How does this process address the Six Big AFL
Strategies?

1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

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Communications 12
Tracey Sullivan Richmond SD 38
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Learning Intentions

• I can choose a relevant issue on which to
  build a social commentary
• I can create and present a digital social
  commentary with a partner

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Sound-Off! Literacy and Technology Mobile Lab
Project PROPOSAL
Student Names Digital Story Topic What is the
purpose of your digital story? Who would be the
intended audience? Where would you take the
pictures?
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PROPOSAL
Does your group have access to digital cameras
(other then the school cameras)? Do you plan to
use any video clips? Do you have access to a
video camera? Do you know how to use this
technology?
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PROPOSAL
Provide a brief outline of the intended digital
story (use point form) What would be the
intended length of the final video? Other
information
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2 Rubrics

• Process
• Use of time
• Teamwork
• Metacognitions
• Feedback
• Storyboards
• Editing

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Feedback
Did not seek feedback whatsoever Sought feedback when absolutely necessary and may or may not have used Sought and utilized some feedback from others Regularly sought and utilized feedback from others
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2 Rubrics

• Product
• Soundtrack
• Message and Audience
• Images
• Narration
• Text

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IMAGES
Visuals detract from story. No relevance observable. Internet images dominate the story Visuals dont necessarily match the message. Has relied on internet images to create story Visuals contribute to the message. Images have some relevance and provide some impact. Has mostly used own pictures but has relied on Internet images to a degree Visuals promote message. Images are relevant to story-line and provide impact. Uses own pictures with Internet images merely rounding out
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• Conferences
• Self assessments
• Peer assessments
• Reflective write

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Anorexia By Rowena and Cherelle
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The Six Big AFL Strategies
How does this process address the Six Big AFL
Strategies?

1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

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Standard Reading Assessment Grade 6

• Common passage
• Oral reading sample and complement
• Common response prompt

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Standard Reading Assessment Grade 6

• Read Hot Air to Spare
• Using your ideas, images and feelings, show me
  that you understand

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A Teaching Plan

• Code
• Highlight words and phrases
• Look for class and small group patterns
• Plan, using the Performance Standards
• Share your plan

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A Learning Plan

• Choose 3 to 4 samples
• Examine with your students
• Create a list of what works
• Practice response with what works in mind

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What works..

• Review the last two examples
• Reflect on what works
• Chart your thinking

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The Six Big AFL Strategies
How does this process address the Six Big AFL
Strategies?

1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

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The Context Grade 3 Writing Demonstration in
Campbell River

• Learning Intention
• I can write and describe a small event from my
  morning

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Grade 3 Writing Demonstration

• Choose a topic
• Write in front of the students
• Students describe what works in your writing
• Students choose a morning topic

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Grade 3 Writing Demonstration

• Students write
• Students self-assess
• Students meet with peers to share and provide
  feedback

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Notices
All alone, I stepped into my car. With my map in
hand, I began to drive. At the lights I turned
left, then the map said to turn right. Oh,
no! The sign said, Road closed. Help,
I thought. What am I going to do?
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Notices Criteria

• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

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The Six Big AFL Strategies
How does this process address the Six Big AFL
Strategies?

1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership

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Committing to Action

• Between now and January 16
• With a learning partner, complete your
  personal action plan to apply a new assessment
  FOR learning strategy

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AFL WebCastingSee you next time

• January 16, 2008 330 600
• February 13, 2008 845 1200
• April 16, 2008 330 600
• May 7, 2008 330 600