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Reading for the Love of It 2009 Conference Toronto Feb 12 &13, 2009 Faye Brownlie
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Assessment for Learning�@�
Reading for the Love of It�Feb. 12 & 13, 2009
Faye Brownlie [email protected]
I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning.
I can iden;fy six big AFL prac;ces and describe classroom examples.
I can determine a next step.
LEARNING INTENTIONS
Assessment FOR Learning
Purpose: guide instruc;on, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descrip;ve feedback
The Six Big AFL Strategies
1. Inten;ons 2. Criteria 3. Descrip;ve feedback 4. Ques;ons 5. Self and peer assessment
6. Ownership
Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?
Model Guided practice Independent practice Independent
application
Pearson & Gallagher (1983)
Lori Zawada & Faye Brownlie Grade 2/3
Tait Elementary Richmond
Learning Intentions
Questioning Descriptive Feedback Ownership
Learning Intention:
• I can examine a picture and infer what is happening
• I can provide ‘because’ reasoning (evidence) for my inference
• Peter’s Poofect Pet ‐ Tina Powell
• www.bigfatpen.com
Learning Intentions – Kindergarten
“OLI (our learning inten;on) tells us what we have to learn”
“He is there to make sure we are learning what we are supposed to”
Think of ideas to
write about
OLI
Criteria – K/1
What’s Next for This Beginning Writer? – Reid, Schultz, Petersen
Big, Bold, Bright Make a picture
Tell some lebers you know
Try some sounds you know
K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria
Pearson & Gallagher (1983)
Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
• Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide
feedback
All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned lec, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
TEACHER QUESTIONING
An open‐ended ques;on
How can you show your number for our number
book?
Carole Saundry, Richmond SD 38
QUESTIONING – Grade 2/3
How do spiders eat?
• Grades 2 and 3 • The teacher began the
study by asking “What ques;ons do you have about spiders?”
• Students chose one ques;on a week to inves;gate by observing spiders and using informa;onal texts
Science IRP/Grade 2/Life Science/Animal Growth and Change
Janice Novakowski, Richmond
QUESTIONING - Kindergarten
How does a ladybug hold on to a branch?
• Kindergarten students observe insect behaviour
• The teacher asks, “What are you wondering about?”
Science IRP/Kindergarten/Life Science/Characteristics of Living Things
Janice Novakowski, Richmond
QUESTIONING – All Grades
“Hands Down”
Ask an open‐ended ques;on.
Explain to the class that no one puts up his or her hand to answer the ques;on ‐ everyone is expected to respond when asked (even if it is only to say “I don’t have a response yet”).
Give students ;me to meet with a partner and talk briefly about their thinking.
Ask individual students or pairs of students to respond.
QUESTIONING – All Grades
• Present a picture
• Ask students to pose ques;ons about the picture
• Present a second picture
• No;ce how ques;ons change as students link the pictures
Student Diversity, 2nd ed. ‐ Brownlie, Feniak, Schnellert
Lori Johnson Grade 1
Coldstream Elementary Richmond
Learning Intentions
Self Assessment Descriptive Feedback Ownership
Joni Cunningham Grade 2
Spul’u-kwuks Richmond
Writing portfolio Monthly samples Performance Standards Growth over time
Lori Johnson Grade 1
Coldstream Elementary Richmond
Learning Intentions
Self Assessment Descriptive Feedback Portfolio Assessment
Reading – Gr.1�March Portfolio – Lori Johnson,
Coldstream Elem., Vernon, BC • I can read this book easily, stopping at the periods for a breath and
also using some expression. • I can retell the story I have just read in my own words from
beginning to end. • I can “make pictures or movies” in my head when I read a story that
has no pictures. Ask me to tell you about the pictures and feelings I had when Ms. Johnson read us “Big Al”. Visualizing helps me understand beber.
• I can read by using sight words ( the words I know really well are highlighted on the list in the folder ) and I can also figure out new words by sounding out the lebers, then blending the lebers together.
• My goal for next term in reading is to ___________________
Writing – Gr. 1�March Portfolio, Lori Johnson, Coldstream Elem, Vernon, BC
• Here is some of my latest wri;ng. I can write about things that happen in my life. Usually I print neatly, use fingerspaces and include details. I have several words I can just spell easily, others I try to stretch by saying the sounds, then wri;ng the lebers down.
• I can read my wri;ng to you. Thanks for listening. • I can tell you about my wri;ng – what criteria I am trying to meet as I wrote these pieces.
• I can tell you what I want to do next in my wri;ng. • My goal for next term in wri;ng is to _____________________________
SOCIAL STUDIES – FRIENDSHIP UNIT • I can tell you the quali;es that make up a good friend. Let’s do the Friendship Puzzle together.
SCIENCE • I know how a leaf cuong can grow roots to become a plant. Ask me to explain my “Plant Journal” to you.
• I can tell you how magnets work. I know that magnets abract some things and not others. I know they have a North and a South Pole. I can explain my Magnet Map to you.
• I can count by ones while doing ac;ons with my hands and feet. I like to do something different on the fives and tens. Let’s do it together!
• I can count this bag of _______ by first sor;ng it into groups of ______ on the coun;ng mat. Sor;ng makes it easier to count big numbers.
• I can solve a problem using addi;on or subtrac;on. I can show you how I do this using objects or pictures. Here are some problems we can solve.
• I can look at a bunch of objects, then es;mate how many might be there. It won’t be the exact number! Let’s es;mate the hearts on this paper using an elas;c as a “referent set”.
• I am learning my math facts by playing “Addi;on and Subtrac;on War”. I can show you how to play.
• My goal for next term in math is to _____________________________
Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006