Salmon Arm Afl

Assessment for Learning across the Curriculumgrades 6-12

Salmon Arm SD#83November 27, 2009

Faye BrownlieVancouver

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 have a plan to implement a strategy which is new to me or my students.

I have a plan to reconnect with someone to talk about our work.

Black & Wiliam (1998)

Hattie & Timperley (2007)

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

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

ModelGuided practiceIndependent practiceIndependent application

Pearson & Gallagher (1983)

Gr. 8 Science“The Digestive System”

Paul Paling, Prince Rupert

Learning Intention:Demonstrate where in the body

digestion occurs and what happens to the food

Connecting/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 digestive system and describe what happens to food there.

• Day 2 Write the 2 most important things learned today.

• Day 4 3-2-1 for digestion.

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

Sequence:

Humanities 6/7

Learning Intention

• To examine and understand children’s rights in different parts of the world

United Nations Rights of the Child1. Education2. Family3. Food and shelter4. Health5. Name and nationality6. Non-discrimination7. Own culture8. Protection from harm9. Rest and play10. Share opinions

Middle School En/SS ProjectMon. - Model assignment withpicture book. Build criteria.Tues. - Read independently, begin assignment.Wed. - Read, descriptive feedback.Thurs. - Return assignments. Teach mini- lesson.

Fri. - Hand in assignment for evaluation. Student Diversity, 2006

Criteria

• At least 3 examples of denied children’s rights• Specific evidence from the story that

demonstrates how the right is denied• Information presented in a clear, organized,

and interesting way

How you will earn your mark

• Rights and evidence: 3 denied rights with detailed, supporting evidence from the story (10 marks)

• Presentation: categorized presentation of information (3 marks)

• Conventions: few errors and these do not interfere with meaning (2 marks)

• **Drafts ready for feedback on Wed!

My Name Is Seepeetza

The Right to Her Own CultureIt was in the law that the Indians couldn’t practice their

own religion. The nuns taught them in school and made them practice the Catholic religion. The Indian children had to learn English; some of them even forgot how tp speak their native language. The nuns also had them change their Indian names to Catholic names. -Clint

Good-Bye Vietnam

Share Opinions-when the Government broke down the temple,

and they didn’t even ask the neigbors will they like it or not.

-when Mai’s family was on the sampan the others said now we can say what ever we want because we are on the sea and no one can hear us. -Jian

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

Voting cards & concept questionsAliisa Sarte and Joni Tsui, Port Moody Sec. • 4-6 questions, 1 at a time• Questions review the previous content• All questions are multiple choice• Students choose their response• Votes counted• Partner talk• Revote• 2 students explain their reasoning

Coloured Cubes, Coloured HighlightersAliisa and Joni

• During lecture, lab or assignment• 3 coloured cubes: – Red – don’t get it– Yellow – bit confused– Green – making sense

– Used with AP Biology 12, science 10, Biology 11

• Highlight your notes with the 3 colours – helps you find what you need to focus on

• Code your own quizzes with coloured pencils, before handing in

• Consider your errors – how many were careless?

Group QuizJoni Tsui

• Physics 11 and 12• Teacher places students in groups of 3 or 4 to take

the quiz• Students grouped by current achievement• Top group – not allowed to ask questions• Bottom group – gets 4 questions• Groups in between – 2-3 questions• Journal – how did you solve the questions you

had in your group - consensus

ResearchKristi Johnston & Tracey Snipstead, Heritage Park Secondary

• 4-6 library periods/class• Tweaked existing structure:

-added learning intentions•research skills•content

-gave descriptive feedback-used questioning as a note-taking strategy

Research Topics

• Librarian now sees all Humanities and English gr. 8-12

• Gr. 8 Humanities – Middle Ages• Gr. 10 Science - Biomes• Gr. 10-12 Japanese – 10 – city– 11 – festival– 12 – historical figure

Questioning – thick & thin

• Introduced in class• Thick questions address the main idea• Model• Practice with a partner (? Checked by T)• Generate 3-4 on your own• These are your ? for the 1st day• Each day student needs 4 ? to research

In the Library

• Begin with a research log• Check the LI you will work on today• End class with exit slip:

-something interesting you learned-a new question

••at end of each class, both teachers go through folders and highlight in 2 colours – achieved LI, what needs to be fixed

Middle Ages

• Overarching, essential question:-What was life like during the Middle Ages?

• Task:-1 letter or journal from a medieval person’s point of view-1 expository piece of writing such as a newspaper or magazine article or a ‘how to’ manual

Teacher ReflectionsStudents more focused in the libraryStudents more able to take effective notesStudents creating best projects ever!Tweaking an existing structure with very positive learning resultsNext challenge: move from criteria to rubrics

RenaissanceResearch Learning Targets

• I am able to find the main ideas• I can create a thick question from the main idea• I am able to find supporting details for each

main idea• I am able to take notes in my own words• I am able to write a note using 3-5 key words• I am able to fill out a working bibliography• I am able to complete an APA style bibliography

RenaissanceContent Learning Targets

• I am able to state a minimum of 10 biographical facts about my person

• I can describe the achievements and or contributions _________ made during the Renaissance

• I can explain why __________ is an important historical figure

• I can explain why _________’s achievements were important to the Renaissance

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

Math - Grade 12

Rob Sidley

Summative turned Formative

Question 1 Question 2

Individualresponse

Individual response

Groupresponse

Group response

• Teacher models powerful response• Student reflects/self-assesses/makes a goal or

a plan

A math sequence

• Activate background knowledge• Demonstrate/model new concept• Practice in partners• ‘Could you do these questions with 80%

accuracy and confidence?’• If ‘yes’, begin independent practice. • If ‘no’, come to this table for more teaching.

How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

Students need:

• to ‘be’ a character• support in ‘becoming’ that character• to use specific detail and precise

vocabulary to support their interpretation

• choice• practice • to develop models of ‘what works’• a chance to revise their work

The Plan

• Review scene from novel• Review criteria for powerful journey

response• Brainstorm who you could be in this scene• 4 minute write, using ‘I’• Writers’ mumble• Stand if you can share…• What can you change/add/revise?• Share your writing with a partner

Criteria

• Write in role – use ‘I’• Use specific names• Phrases/words that show feeling• Particularly descriptive details of the event• Powerful first line

• What will you change after listening to others?

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

How can I help my students learn the vocabulary they need in science?

How can I help my students link what they have learned in one chapter to the next?

Students need:

• Practice using the vocabulary• To link new vocabulary to what they

already know, then to add on or refine their understanding of the words

• To make connections among the words in order to retain the vocabulary

The Plan

• Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners

• Class share 10 key ideas and clarify• “I used to think…but now…”• Introduce new chapter words with 3

column notes:– Before/during/after

The Plan

• In ‘before’ column, students write what they know about each word

• Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column

• Students choose 6-8 words and make a concept map with them in the ‘after’ column

Human Optics VocabularyBefore During After

pupil

iris

cornea

sclera

retina

optic nerve

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

questioning

A Comparison of World Currencies – what does it mean to the average citizen?

• Cities being compared:– Athens, Frankfurt, Manila, Shanghai, Toronto

• Number of minutes to work to buy a Big Mac:-12, 15, 30, 30, 88

• Number of minutes to work to buy an 8gb iPod-10.5, 13.5, 24.5, 56.5, 128.5

• Annual average hours worked:-1704, 1827, 1868, 1946, 2032

• Cost of living (relative to NYC)-28.7%, 48.9%, 54.6%, 63%, 70.6%

articles.moneycentral.msn.com/SmartSpending/ConsumerActionGuide/burgernomics-whats-a-big-mac-worth.aspx

• What do you know?

• What do you infer – believe to be true? Why?

• What do you wonder?

New Book!

• It’s All about Thinking – Collaborating to support all learners in English, Social Studies and Humanities – Brownlie and Schnellert, 2009 Portage and Main Press