Download - AFL/Differentiation
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Assessment for Learning and Differentiation
Monday, Oct.26th, 2009 Concordia International School
Shanghai (gr.5-8) Faye Brownlie
Vancouver, Canada
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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
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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
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Teach Content to All
Learning in Safe Schools - Brownlie, King"
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Open-ended strategies:
connect process
personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
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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’
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Black & Wiliam (1998)
Ha;e & Timperley (2007)
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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.”
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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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Assessment FOR Learning
Purpose: guide instruction and learning
•The Grand Event
•Ongoing in the Class
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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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Learning Outcomes/Learning Intentions
Computer Science 6 Math 7
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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.
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Sequence:
Science 8
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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
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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
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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.
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Working with Criteria Self & Peer Assessment
Ownership Language Arts 5-7
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Feedback: Taking ownership Student highlight what they are most proud of in their wriHng or what they want you to noHce
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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
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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
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Assessment for Learning:
The Grand Event
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What do I need to teach?
(with the goal in mind)
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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
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• 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)
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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
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Bill’s Year at a Glance-‐Sept.
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Bill’s Year at a Glance-‐Oct.
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15-‐3=0
Without - • professional development • ongoing formative assessment of
students and • ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004