set bc tier services assessment of learning · set bc tier 1 services sd37 dynamic assessment of...

SET BC Tier 1 ServicesSD37 Dynamic Assessment of Learning

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10/19/2015

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY


SET►BC Tier 1 Services

Dynamic Assessment of Learning

School District #37

October 19, 2015

About the Facilitator…


Name: Debby Kim

Email: [email protected]

AfterShare Space (Blog): http://learningnetwork.setbc.org/dkim/

SET►BC Website:http://www.setbc.org/


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10/19/2015

Housekeeping…

• Washrooms

• Refreshments

• Handouts

• Permission for taking pictures


Ice Breaker Activity: Candy Confessions

• Purpose• A get-to-know game that helps people learn

new facts about each other in an easy way

• Materials required• Candy with about five different variations

(colour or candy type)• Optional chalkboard/whiteboard or poster

paper


Instructions for How to Play• Pass around the candy and choose anywhere from

1 to 5 pieces of candy that you want (in different colours or types).

• Do not eat yet. • Here’s what each colour/type represents.

• RED: Your favourite hobbies• GREEN: Your favourite place on earth• YELLOW: Your favourite memory• PURPLE: Your dream job when you were a kid• ORANGE: Wildcard (Tell us anything about yourself!)

• Take turns to introduce yourself, beginning with your name and then saying one fact for each candy type you have.



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10/19/2015

Your Goals

What do you need from today’s session that would enable you to walk out the door feeling like the session was totally worth your time?


• Go to www.govote.at.• Use the code 77 22 8.

My Goals

• To explore and develop classroom tools and strategies for assessment for learning

• To have a closer look at technology that already exsits in the district as well as some of iApps and web based tools that are found effective by SET BC that can help with assessment for learning

• To explore how you can implement what is already in place to transform assessment and different ways of capturing examples of student learning


Guiding Questions for Determining Appropriate Assessment

1. What are your essential and enduring skills and content you are trying to assess?

2. How does the assessment allow students to demonstrate mastery?

3. Is every component of that objective accounted for in the assessment?

4. Can students respond another way and still satisfy the requirements of the assessment task?

5. Is this assessment more a test of process or content? Is that what you’re after?



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10/19/2015

SO, What is Effective Assessment?

• Clearly identify learning goals.

• Identify prerequisite skills.

• Pre-assess students’ existing knowledge base, understanding and skills.

• Identify students’ interests.

• Identify students’ preferred ways of learning.

• Use ongoing/formative assessment.


Assessment for Learning Principles

• 3 main areas for developing classroom strategies for dynamic assessment for learning:

• Questioning technique• Providing feedback to learners• Peer and self-assessment


Questioning Technique

• A ‘GOOD’ question is one• That promotes discussion;• In which everyone can have an answer;• Which makes learners think;• And has a purpose (i.e. is focused towards a

learning objective).

‘What is essential is that any dialogue should evoke thoughtful reflection in which all pupils can be encouraged to take part.’ – Black and William (1998)


HANDOUT


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10/19/2015

Bloom’s Taxonomy iPedagogy Wheel


Providing Feedback to Learners• To be effective, feedback should

• Be as immediate as possible• Be clear• Make the learner think

• Opportunities for learners to follow up comments should be planned as part of the overall process.

• Written tasks, and/or oral questioning, should encourage learners to develop and show understanding of the key features of what they have learned.

• QUALITY of the dialogue rather than the QUANTITY


Peer‐ and Self‐Assessment

• Concrete examples of success could be used to model success criteria.

• For peer and self-assessment to be meaningful, learners must understand and have been involved in the construction of success criteria.



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10/19/2015

Peer‐Assessment

• Peer-assessment is uniquely valuable because

• Learners may accept from one another criticisms of their work which they would not take seriously if made by the teacher

• Interchange will take place in a language that learners themselves would naturally use

• Learners are more likely to interrupt a peer in situations when they would not interrupt a teacher if they do not understand an explanation


HANDOUT

Self‐Assessment

• Self-assessment will only happen if teachers help learners, particularly the low attainers, to develop the skill.

• It will take time and practice.• Meaningful self-assessment is a direct by-

product of effective peer assessment:• Learners need to be ‘coached’ in self-evaluation,

initially through modelling the kinds of questions and thinking which are helpful

• Learners must first be engaged with, and understand, peer-assessment


Assessment for Learning Principles to Trial

Questioning Feedback Peer- and Self-Assessment

Assessment for Learning Principles

Improving quality of answers

Target setting On-going lessonassessment

Peer discussion Immediacy of feedback

Uses of summative assessment

Active involvement of all learners



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10/19/2015

Tools/Strategies for Dynamic Assessment of Learning


HANDOUT

Concept Cartoons


• Potential for: Activating prior skills, knowledge and understanding, developing thinking about cause and effect and making inferences, developing cognitive conflict/challenge

• Suggested tech tools/strategies: • iApps

• Tellagami• Chatterpix• Marti

• Reference: www.conceptcartoons.com

Sample of Concept Cartoons using Technology


• How did I do it?• Method: App smashing


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10/19/2015

App Smashing


The process of using multiple apps in conjunction with one another to complete a final task or project --Greg Kulowiec

Reasons to App Smash

• It demands creative thinking• It demands more from the technology (value for money)• It turns the issue of not having a ‘wonder app’ into a positive• It removes any restrictions to take a topic as far as it can be

taken.• It often results in more engaging learning products• It’s a fun challenge for ‘digital natives’

iPads for Schools - http://ipad4schools.org/2014/04/19/why-app-smash/


Absorption, Creation, Presentation Apps


Chemistry of Combos from iPad Educators: http://goo.gl/2VMzMZ


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10/19/2015

Instant Feedback


• Potential for: Formative feedback• Suggested tech tools/strategies:

• Web based tools• Twitter – https://twitter.com/?lang=en• Mentimeter - https://www.mentimeter.com/

Learning Logs

• Potential for: Peer- and self-assessment

• Suggested tech tools/strategies • Web based tools

• Glogster: http://edu.glogster.com/ (paid)• Biteslide: http://www.biteslide.com/ (paid)• Newhive: http://newhive.com/ (free)• Smore: https://www.smore.com (paid)

• Search words: “Learning log templates”


Learning Logs continued…• Suggested tech tools/strategies

• iApps• Write About (free & paid)• Pic Collage (free)• Marti (free)• InstaCollage (free)• Cicker Books (paid) • Pictello (paid)• Book Creator (free & paid)• BookPress (free)• StoryKit (free)• Story Creator (free)• Scribble My Story (free)



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10/19/2015

Mini‐Whiteboards• Potential for: Formative feedback• Suggested tech tools/strategies

• Web based tools• Can be done by using audience engagement

tool such as Mentimeter, Google+ Poll, Google Form and PollEverywhere.

• To see examples, please go to http://goo.gl/UwEG2n

• iApps• Educreations (free)• ShowMe (free)• Notes • Memo (free)


Sticky Note Challenge• Potential for: Peer- and self-assessment• Suggested tech tools/strategies

• Web based tools• Google Sheets• Twitter

• iApps• Camera• Marti• Tellagami• Chatterpix• ABCNotes• Real Sticky


Student Portfolio Assessment


HANDOUT


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10/19/2015

What?

• Portfolios are purposeful collections of student work that exhibit students’ efforts, progress and achievements in one or more areas.

• Portfolios involve the students in the collection, selection, self-reflection and evaluation of entries.

• Portfolios contain a variety of dated student products.


Why?• To gather authentic assessment information• To provide all students an opportunity to demonstrate

growth and proficiency over time• To build a student’s sense of responsibility for his/her

learning• To promote an ongoing process where students

demonstrate, assess and revise in order to improve and produce quality work

• To provide opportunities to assess both process and products

• To allow for student and peer reflection and goal setting


How?A suggested sequence:1. Establish a purpose and focus.2. Decide on a container design.3. Introduce students to “portfolios”.4. Collect work samples.5. Develop selection criteria collaboratively.6. Encourage student self-reflection.7. Establish and communicate evaluation criteria.8. Conference and set goals with students.9. Share portfolios at parent/teacher/student conferences.10. Celebrate successes and continually update the portfolio.



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10/19/2015

When?

• Ongoing throughout the year to document growth and learning over time

• Upon completion of a unit of study

• Specific to a subject area (e.g. math portfolio)

• As “best” works are recognized

• As key learning expectations are achieved by the student


What Can Go Into a Student’s Portfolio?

• Introduction

• Table of Contents

• Journal entries

• Projects and assignments

• Tests, quizzes and rubrics

• Writing samples

• Maps, charts and graphs


• Reading/Learning logs• Conference forms• Parent/Guardian responses• Self and peer reflections• Art work• Awards and certificates• Photographs• Audio and video recordings

Digital Portfolio: Fresh Grade


https://www.freshgrade.com/

Fresh Grade is “a free web and mobile based app increasing communication and collaboration between parents, teachers and students through digital portfolios”.


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10/19/2015

Free Webinar for Assessments & Reporting

• Training about making assessments and delivering impactful reporting in Fresh Grade is offered several times.

• Training will cover:- Assessments- Understanding your Gradebook- Tracking Student Progress- Formal & Informal Ways of Communicating Student Learning

• Registration: https://goo.gl/cBzI1O or https://attendee.gototraining.com/rt/8472775400742981377


Wrap‐Up


• Question: What is one tool or strategy that you would like to try in your classroom that you have not tried yet?

• Go to www.govote.at.• Code: 97 32 12

Workshop Survey

Please complete the workshop survey before you leave.


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