1. Formative Assessment/ Assessment for Learning A4L

2. A4L Knowing where you are Knowing where you need to get to
Knowing how to close the gap
Students are given the knowledge and tools to become self regulatory learners
Increases school from middle to top – so no conflict with good teaching and good test scores
What are you doing?

3. Self-assessment: “I have understood the difference between mean and median and know when each should be used”
Peer-assessment: Two stars and a wish

4. White & Frederiksen
12 classes of 30 students 7th grade learning physics
Control group discussed the work, the experimental group engaged in peer and self assessment
The exptal group out-performed the control gp on 3 measures
The low achievers scored the same as the high achievers – scoring higher than AP physics students

5. Diagnostic Feedback
18 6th grade classes, half gave scores on maths homework, half gave diagnostic comments (Elawar & Corno)
The students receiving comments learned twice as fast as the control group, the achievement gap between male and female students disappeared, and student attitudes improved.
3 groups – grades, feedback, grades and feedback. (Butler)

6. A4L Strategies
Self and peer assessment – bring students “into the guild”, what meets the criteria?
Diagnostic comments instead of grades
Students design assessment questions
Traffic lighting as ongoing feedback – on work, as lesson progresses, for grouping…
Questioning - needs to focus on student ideas, needs long wait time.

7. To read:
Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam, Assessment for Learning: Putting It into Practice (Buckingham, U.K.: Open University Press, 2003).

8. Growth Mindset Task Framework
Open: Multiple solution strategies, Multiple entry points, Multiple ways to “see” the problem, Multiple ways to show learning
Involves a mathematical concept(s) and a practice(s)
Every team member can contribute
Task focuses on learning: opportunities to learn something rather than demonstrate what you know
Clear learning goals and opportunities for feedback.

9. Task Framework
Task as written
Task as planned
Task as enacted

10. 1 ÷ 2/3 Cathy Humphreys, 7th graders Mathematics as sense-making
Task, teacher affect, calling on students, dealing with wrong answers

11. The “Didactic contract” (Guy Brousseau)

13. Reflecting on Claude Steele’s talk
How is having the brown eyed kids sit in the back of the room different to being placed in the low track group?
What cognitive diminishment is likely?
How can we counter this when teaching low track groups? Eg Changing the conditions of life – “a huge political effort” / Critical mass/ drawing from diversity/ “the simple relationship”, the power of teachers
The videotape – 40 minutes has a huge impact
One message – I believe in you – has a huge impact

14. Tasks Pile Pattern Where’s the 10 Beans in bowls
Matching Representations
Number Talks
1 ÷ 2/3