webcast # 3 january 16, 2008. 2 assessment for learning: a priority caren cameron...
TRANSCRIPT
WebCast # 3
January 16, 2008
33
Message:
Find more ways to involve your learners
in AFL practices!
3
4
Learning Intentions
1. Understand and explain to others the concept of assessment for learning (AFL)
2. Identify six big AFL practices and describe classroom examples
3. Determine a next step
I can…
4
5
Agenda
1. Review ‘What is AFL?’ ‘Why bother?’
2. Ideas for Six Big AFL practices
3. Recap and next steps
5
6
Turn and Talk
1. Turn to a person next to you and tell each other
a) your confidence level for each of my learning intentions
no clue - some clue - giving others clues
b) One or two things you need to take away from this webcast to make it worth your time
7
8
Distinct Differences Assessment FOR Assessment OF
Learning
Students
Descriptive
Daily
Measuring
Public/Parents
% # Symbols (A,B,etc)
Event
Coach Judge
9
6 Big AFL PRACTICES
1. Intentions
2. Criteria
6. Ownership
3. Descriptive Feedback
4. Questions
5. Self and Peer Assessment
credit Black and Wiliam 9
10
“Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.”
credit Black and Wiliam (1998)
10
11
Stand and Retell
1. Meet with 2 or 3 people and stand in a circle
3. Others in the group listen and when the reteller is finished - they add additional ideas they recall
2. One person retells everything he/she recalls about AFL (what is it?) (why bother?)
12
#1. Learning Intention
9
Let students know (in a language they can understand) what they are expected to learn
12
13
SAMPLE FROM Grade 10 MathDean Baldwin - Sooke #62
Factoring Polynomials Math 10
Students can…
1. Show a variety of ways to factor a
polynomial
2. Identify which technique is used for a
polynomial
3. Show more than one way to reach an
answer when factoring polynomials
14
SAMPLE FROM Grade 4 ScienceLauren Parker - Winnipeg #1
4. I can show that opposite poles attract to each other and poles that are alike repel each other.
6. I know what Static Electricity is.
5. I know that magnets have good
uses and bad uses.
3. I know what the job of a magnet is.
2. I can explain what Gravity is.
1. I know what a Force is.
Traffic Lights about Magnets
15
SAMPLE FROM Grade 7 ScienceKris Fujita - Chiefess School
Name:
Unit:
Before AfterDestination
Comments (student, teacher):
16
1. Turn to a person next to you and talk
about learning intentions
e.g. Something I already knew/ do is…
A new idea was…
I’m not sure about…
I’ve learned…
Turn and Talk
17
Work with learners to develop criteria so they know what quality looks like
#2. Criteria
18
SAMPLE FROM Grade 10Kathleen Gregory - Sooke #62
19
Video Sample for Criteria
20
SAMPLE from Grade 1Primary Teachers - Saanich #63
WHAT’S IMPORTANT WHEN WE ARE LISTENINGTO SOMEONE READ TO US?
CRITERIA DETAILS• look at the reader
• sit in a way that everyone can listen and see
• think about what you are hearing
• look at the reader as they read
• sit on our bottoms
• listen carefully so you can answer questions
• look at the pictures
• keep our hands and feet to ourselves• don’t get in someone’s space• sit still so others can see
• make pictures in your brain• you can ask a question
21
1. Pause and think about your learners and criteria
Pause and Record
2. Record 2 - 3 points you want to remember (use words, symbols, sketches, colour)
3. Tell a partner
22
7 Increase the amount of
descriptive feedback and
decrease evaluative feedback
#3. Feedback
23
“evaluative feedback contains a judgement such as ‘great job!’ and is often in symbols such as a number, %, grade --
descriptive feedback is specific, timely and is like a running commentary”
credit Bellanca
23
24
Video Sample for Feedback
25
SAMPLE from Voices of Experience
COMMENTS ONLY MARKING
TASK
STUDENT
TWO things you have done well
ONE area that needs improvement
TRY this for you next step
Date: Class:
Use of feedback
26
SAMPLE from Formative Assessment in the Secondary Classroom
COMMENTS ONLY
3 highlights show where you best met criteria
1 arrow Shows where your work needs improvement
Next Step:______________________________________________________________________________________________________
27
SAMPLES from Voices of Experience
2 Positives
++
1 Suggestion
Bubble Box
CRITERIA COMMENTS
by teacher self peer
______________________________________________________________________________
Activity _____________ Date _____________
Next Time
______________________________________________________________________________
+
+
28
Walk and Explain
1. Meet with a partner
2. Walk together as one person explains the concept of AFL
some classroom examples
3. Continue walking as the other person identifies 2 or 3 of the 6 Big AFL practices and describes
29
Recap
3. Think purpose purpose purpose
2. Keep AFL distinct from AOL
4. Remind yourself WIIFM WIIFS
1. Increase your emphasis on AFL
5. Use more descriptive feedback
(it is the core)
6. Don’t be easily seduced
29
30
TO SIT BESIDE
Kathleen Gregory and Tyson Rosberg
31
Stop and Plan
2. Decide on your next step
3. Write it down and tell someone else
1. Think about the topic of AFL
32
The Fred Factor
32
AFL WebCasting - See you next time
• February 13, 2008 8:45 – 12:00
• April 16, 2008 3:30 – 6:00
• May 7, 2008 3:30 – 6:00
33