1. Taking a closer look at DACL… Using and Creating a Walkthrough Tool
Reflect and assess your own DACL practices or quickly record implementation observations by using this handy tool. This session will examine teacher actions, student actions, and classroom practices that support effective DACL implementation as well all provide tips on creating your own walkthrough tool.
Developing Assessment
Capable Learners

2. Developing Assessment Capable Learners (Defined)
Goal: Students feel deeply accountable for their own progress and become motivated, effective, self-regulating learners.
What it looks like:
Understand what they are supposed to learn
Monitor their own progress
Set goals
Reflect on their learning
So what exactly does DACL mean? This is the goal and what it looks like.
Reference: Booth, B., Hill, M., & Dixon, H. (2014). The assessment capable teacher: Are we all on the same page? Assessment Matters, 6, Retrieved 8 December 2016, from
Student
(Booth, Hill & Dixon, 2014)

3. How do we get there??? Teacher Actions Student Classroom Actions
To Know/To Say:
So, how do we, as educators, enable students to become assessment capable? We are going to take a look at the teacher actions, student actions, and classroom practices and supports that can help us achieve that goal.
As each section is presented\discussed, educators can use the DACL walkthrough tool and put a check by those indicators they are already implementing. This is a great way to encourage teachers to reflect on and assess their practices.
Classroom
Practices & Supports

4. What is the DACL Walkthrough Tool ?
Checklist…of implementation practices for Developing Assessment Capable Learners
Why use it?
Self-reflection and assessment
Observation tool
Where can it be found?
professional learning materials
DACL additional resources

5. Taking a closer look… DACL Online: DACL Walkthrough tool handout
To Do: Each participant will access a copy of the DACL Walkthrough tool.
To Say: We will begin by taking a closer look at what DACL looks like/sounds like. Let’s first take a quickly review the walkthrough tool that is aligned with the DACL Practice Profile. Then, as we continue and discuss each of these indicators, reflect on what is currently taking place in your classroom. Put a check by each indicator that you feel is being implemented effectively. The checklist can then be used to determine next action steps.

6. Teacher Actions
Models how to assess progress using DACL language and vocabulary
Models feedback strategies
Refers to learning goals
Discusses next steps in relation to learning target with students
Highlights student progress, rather than grades
Handout: DACL Vocabulary
Briefly discuss each indicator as teachers reflect on their practice.

7. Student Actions Show or tell learning target
Provide example of lesson or unit’s learning target
Use rubrics to assess and identify next steps
Use instructional tools (e.g. discussion techniques, hand signals, personal white boards, desk arrangement) that encourage feedback with peers/teacher)
In relation to learning target, students:
Verbalize progress
Verbalize next steps
Collaborate on work
Share work
Create evidence of their understanding

8. Students (cont.)
Model feedback strategies and language with peers and teacher
Share understanding and progress with peers and teacher
Feel comfortable making mistakes
Use vocabulary and phrases indicating self-assessment of work and progress
To Know/To Say:
Emphasize:
the importance of teacher’s using “think alouds” to model self- assessment.
Encouraging the use of DACL language by students
The value of turning mistakes into learning opportunities

9. Students (cont.) Use data to set learning goals
(“Where am I going? Where am I now? How do I close the gap?”)
Use rubrics to assess and improve their work
Feel comfortable sharing work with peers and teacher
Use DACL language when they share and collaborate
To Know/To Say:
Emphasize:
Involve students in the assessment process.
Engage students in data reflection and goal setting.

10. Classroom Practices
Student progress, rather than student grades, is highlighted
Classroom activities aimed at helping students understand their progress in relation to the learning target (formative assessment)
Examples of ongoing and fluid assessment of student progress are present (thumbs up/thumbs down, think-pair-share, random student call-outs, personal white boards, discussion)
To Know/To Say:
Emphasize:
The importance of developing a learning orientation and growth mindset in students.

11. Examples of students keeping track of their learning progress are present (notebooks, charts, checklists, folders, web-based portfolios)
Room arranged for easy sharing
Room easy to move around in

12. Classroom Visuals Assessment capable language/vocabulary
Where am I going?
Where am I now?
How do I close the gap?
Daily learning targets
Displayed where students can see and
teachers/students can refer.
Other visuals should include:
Examples of strong and weak work
DACL vocabulary
Data tracking visuals (possibly data charts, data notebooks, portfolios, etc.)

13. Student goals in relation to learning target
Rubrics
Student reflections
Student goals in relation to learning target
Student work (examples/non-examples; weak/strong)
Resources aimed at supporting students’ understanding of their progress
Additional classroom visuals that help engage students in becoming self-directed learners.

14. Design your own DACL walkthrough tool
Example:
Focus: Learning Targets
Teacher refers to learning targets throughout lesson.
Students show, tell, and/or provide a example of a L.T.
Daily LT’s are displayed so students and teacher can see and refer to them.
Students set goals in relation to the learning targets
Determine the focus
Align teacher, student, and classroom practices
Make it easy and manageable.
Design your own walkthrough and tailor it to your focus and needs.

15. How might the DACL walkthrough tool benefit you, your school, your district Remember…DACL is a Process!
To Know/To Say: DACL is a process. It takes time to get all the pieces in place. Just like students, teachers are most likely at different places in the implementation process because of various factors. Take time to reflect on where you want to go, where you currently are, and what next steps you’ll take to move implementation forward.
Staff is at different levels of implementation.
Progress is the goal!