1. WebCast # 3 January 16, 2008

2. 2 Assessment For Learning: A Priority Caren Cameron carenc@pacificcoast.net 2

3. 3 Message: Find more ways to involve your learners in AFL practices! 3

4. 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. 5 Agenda 1.Review ‘What is AFL?’ ‘Why bother?’ 2. Ideas for Six Big AFL practices 3. Recap and next steps 5

6. 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. 7

8. 8 Distinct Differences Assessment FOR Assessment OF Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge

9. 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. 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. 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. 12 # 1. Learning Intention 9 Let students know (in a language they can understand) what they are expected to learn 12

13. 13 SAMPLE FROM Grade 10 Math Dean 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. 14 SAMPLE FROM Grade 4 Science Lauren 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. 15 SAMPLE FROM Grade 7 Science Kris Fujita - Chiefess School Name: Unit: BeforeAfterDestination Comments (student, teacher):

16. 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. 17 Work with learners to develop criteria so they know what quality looks like #2. Criteria

18. 18 SAMPLE FROM Grade 10 Kathleen Gregory - Sooke #62

19. 19 Video Sample for Criteria

20. 20 SAMPLE from Grade 1 Primary Teachers - Saanich #63 WHAT’S IMPORTANT WHEN WE ARE LISTENING TO SOMEONE READ TO US? CRITERIADETAILS 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. 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. 22 7 Increase the amount of descriptive feedback and decrease evaluative feedback #3. Feedback

23. 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. 24 Video Sample for Feedback

25. 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. 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. 27 SAMPLES from Voices of Experience 2 Positives + + 1 Suggestion BubbleBox CRITERIA COMMENTS by teacher self peer __________________________ __________________________ __________________________ Activity _____________ Date _____________ Next Time __________________________ __________________________ __________________________ + +

28. 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. 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. 30 TO SIT BESIDE Kathleen Gregory and Tyson Rosberg

31. 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. 32 The Fred Factor 32

33. AFL WebCasting - See you next time February 13, 20088:45 – 12:00 April 16, 20083:30 – 6:00 May 7, 20083:30 – 6:00 33