1. NAME OF YOUR MODULE HERE Differentiated Instruction and Assessment
Student Success
2011 Summer Program
NAME OF YOUR MODULE HERE
PUT TITLE HERE
Student Success
2011 Summer Program
Differentiated Instruction and Assessment 1

2. Group Profile Knowing the Learner
In order to create a group profile, please use sticky dots/markers to indicate on the chart paper:
Grade(s) you teach
Subject(s) you teach
Years of classroom experience with DI
Knowledge of assessment for, as, and of learning
Have chart paper posted with the headings and choices as appropriate. Participants place a check mark or sticky dot beside the appropriate personal choice. Facilitators will have a quick, visible profile for the group and can begin to differentiate accordingly.
SAMPLE Profiles
Role
Grade 7-8
Grade 9-10
Grade
Subject
Math *****
Language **********
Science ***
Phys Ed **
Arts *****
History/Geography *****
Knowledge of Assessment for as and of Learning
I could present a workshop
I can use the terms
I am uncertain
I have read parts of Growing Success
Facilitators are circulating around the room to engage in conversations about where participants are in their understanding of Assessment for, of learning, and as learning and how they relate to Differentiated Instruction. Gather the information anecdotally so that you can utilize it to guide participants to resources in the first activity.
Facilitators might ask questions related to Familiarity with Growing Success. Familiarity with DI resources and the Edugains site, How much work has been done in their school around DI and Assessment. What was the nature of that work. etc. The purpose of these informal conversations is to establish starting points and to guage how to meet the needs of all learners in the room. In some activities there are different resources participants might use based on readiness.
Differentiated Instruction Professional Learning Strategy, 2011 2 2

3. Provincial Context: Core Priorities
High Levels of Student Achievement
Reducing the Gaps in Student Achievement
Increased Public Confidence in Our Publicly Funded Schools
The work of Student Success/learning to 18 addresses the three core priorities for education in Ontario. The core priorities and supporting strategies are outlined in detail in Reach Every Student: Energizing Ontario Education (Winter 2008).

4. School Effectiveness Framework
In support of the work on the core priorities - From the Student Achievement Division
The 2010 School Effectiveness Framework is a self-assessment tool, grounded in research and professional learning, used to promote school improvement and student success. The first draft was released for implementation in elementary schools in Feedback lead to the K-12 refinement and further refinements were made in From September 2010 to 2012 the K-12 SEF will be implemented in all elementary and secondary schools in Ontario.
This module connects with Assessment for as and Of Learning as well as the Curriculum, Teaching and Learning component. 4 4

5. The Professional Learning Cycle
Ideally, the type of work we do in this session would be done by a team of educators in the context of a professional learning cycle.
All boards in Ontario are engaged in the implementation of collaborative inquiry as a vehicle for professional learning. The professional learning cycle is used by teams of educators as a process for professional learning. The cycle begins when educators examine data (including student work) to determine a student learning need. The identified need becomes the focus for professional learning. Learning occurs during team meetings and in-between meetings when educators share practice, analyse student work or participate in workshops or seminars to build their knowledge-base.
PLAN - a learning team examines data and evidence to determine an area of student learning need. Once a specific need is highlighted, the team determines the learning that is important for them as educators, in order to plan instruction that addresses the needs of their students. The team decides what evidence (e.g., a common evaluation task) will be analysed at the end of the cycle to indicate the extent to which the student need has been addressed.
ACT -members of the learning team implement the strategies and actions that they planned in the first part of the cycle,
seeking student feedback and assessing for learning are continuous so that instruction can be adjusted according to the emerging needs of students. Learning team members continue to learn in their selected areas through means established in the PLAN phase – such as observing colleagues, co-teaching, engaging in a book study and/or through practice and reflection.
OBSERVE - mid-unit or mid-implementation and focuses on monitoring student learning and sharing instructional practice. The learning team takes a good look at evidence of student learning - including student work and student feedback - to see if students are on track or if an alternate approach is required to help them achieve or be more fully engaged. Educators share their practice in a variety of ways – including analysis of each other’s plans and strategies to find solutions to current issues - or simply to share alternative approaches.
REFLECT - although reflection is part of each phase of the cycle, it is in the REFLECT phase, at or near the end of a unit, that the team comes together to determine if what was initiated in the PLAN phase has worked – Have educators learned what was necessary to begin to address the needs of their learners? Have the student needs been met? Team members share and discuss student assessment results, reflect on their own learning and instructional practice and determine next steps. 5 5 5

6. Student Success Grades 7-12 Strategy
EFFECTIVE INSTRUCTION
Differentiated Instruction
Math GAINS
Literacy GAINS
Professional Learning Cycle
Student Voice
School Effectiveness Framework
INTERVENTIONS
Credit Rescue / Recovery
Transitions Supports/Taking Stock
Children and Youth in Care
Re-engagement Strategy
Supervised Alternative Learning
School Support Initiative
PROGRAMS
Specialist High Skills Major
Dual Credits
Expanded Cooperative Education
Ontario Skills Passport
Board Specific Programs
LEADERSHIP DEVELOPMENT
Student Success Leaders
Student Success Teachers
Student Success School and Cross Panel Teams
This slide provides an overview of the Student Success/Learning to 18 programs and initiatives for Grades They can be clustered under the four main headings. Effective Instruction is good for all.
NOTE: The DI and Assessment module fits under the heading of Effective Instruction. DI is not an intervention.

7. Pyramid of Preventions and Interventions
Pyramid of Preventions and Interventions
Re-entry to School
Program Change
ALL SOME FEW
 In-School Interventions
(e.g. )
The Pyramid of Interventions is being applied across Ontario and comes from the thinking of Rick Dufour. He suggests that with extra time and support and a explicit plan in place, students will not fall through the cracks. The more preventions and interventions that are invested at the bottom of the pyramid the less likely students will rise to the top of the pyramid, and become more at risk. Schools should develop their own strategies at each level of the pyramid.
Ask the participants to identify examples for each level of the pyramid.
 In-Class Interventions
(e.g. )
 In-School & In-Class Preventions
(e.g. ) 7

8. Agenda Minds On Action Session Purpose, Context and Learning Goals
Knowing the Learner – Group and Table Profiles
Assessment for, as and of Learning
Action
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
Seeing DI and Assessment in Action
Learning Goal Check and Exit Card
Minds On
Establishing a positive learning environment
Connecting to prior learning and/or experiences
Setting the context for learning
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided – independent)
Consolidation
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Participants will see that this is the lesson planning model used in the Teaching Learning Examples.

9. Session Learning Goals
We are learning to:
Develop a common understanding of the language of assessment
Identify what effective implementation of AfL and AaL looks like in the classroom
Develop effective student friendly learning goals and quality success criteria
Develop differentiated tasks that align with learning goals and success criteria

10. Session Handouts
Powerpoint Presentation Slide Summary Handout 1: Table Profile Handout 2: Session Placemat Handout 3: Assessment Handout 4: Guided Viewing – Foundation of AfL Handout 5: Concept Attainment – Learning Goals Handout 6: Guided Viewing – Five Strategies

11. Table Profile The subject(s) you teach
Create a profile of your table group that includes:
The subject(s) you teach
The grades you teach
A summer highlight
Learner Preference
(auditory,visual or kinesthetic)
Years of teaching experience
Add your learning style information to the Group Profile on the wall. 11

12. Profiles
Present one or two highlights from your Table Profile to the whole group
Share some experiences about the use student or class profiles
Reference: 2010 DI Educator’s Guide – pp

13. Connections Slide
Session Learning Goals Assessment for Learning Model DI Framework for Teaching and Learning Planning With the End in Mind Diagram Sources of Evidence Assessment for Learning definition Assessment as Learning definition Assessment of Learning definition 5 Strategies of Assessment for Learning
This slide provides hyperlinks to strategic slides throughout this presentation.
The DI icon with the apples in the bottom right corner of all slides will take you back to this slide so that you can link to information that you might want
NOTE : The Power Point must be in presentation mode for the links to work

14. Assessment ‘for’, ‘as’ and ‘of’ Learning
Terms such as diagnostic, formative and summative have been supplanted with the phrases assessment for learning, assessment as learning and assessment of learning.
Growing Success, 2010, p.30
Discuss why this might be happening.
Growing Success Page 30
As Harlen (2006) explains: “Using the terms ‘formative assessment’ and ‘summative assessment’ can give the impression that these are different kinds of assessment or are linked to different methods of gathering evidence.
This is not the case; what matters is how the information is used. It is for this reason that the terms ‘assessment for learning’ and ‘assessment of learning’ are sometimes preferred.
FACILITATORS NOTE:
Assessment for learning is used in making decisions that affect teaching and learning in the short term future
Assessment of learning is used to record and report what has been learned in the past
Assessment as learning focuses on students becoming assessors of their own work in relation to quality criteria
In short, the nature of the assessment is determined by what the information is to be used for.

15. Session Placemat

16. Minds On – Placemat Activity 1
Think Pair Square
Individually:
read each of the statements listed under Activity 1 on your Placemat (Side A)
decide whether each statement represents an AfL, AaL, or AofL practice
In Pairs, then Fours
Compare your responses with your partner. Where are they the same? Where are they different?

17. Placemat Activity 1 - Debrief
Which statements were difficult to categorize?
What were the criteria you used to make your decisions?
What is it that determines whether an assessment is for as or of learning?
NOTE: Success criteria for this activity
Participants will articulate that it is how the assessment information is used that determines the purpose of the assessment.
Participants will articulate that assessment is used to mean a set of actions undertaken by the teacher and the student to gather information about student learning.
Quotation:
“Extensive research conducted around the world shows that by consistently applying the principles of assessment for learning, we can produce impressive gains in student achievement, especially for struggling learners.”
Stiggins, 2007

18. Common Understanding What are: Assessment for learning
Assessment as Learning
Assessment of Learning
Checkpoint to see if the next activity needs to be adapted or omitted.

19. Differentiated Consolidation Assessment ‘for’, ‘as’ and ‘of’ Learning
Select one of the following options to consolidate your understanding of Assessment ‘for’, ‘as’ and ‘of’ Learning:
View Dr. Lorna Earl Video
Read Handout 3 - Assessment
Read pp Growing Success
Read pp DI Educator’s Guide
Join with others who have selected the same option.
After viewing or reading, discuss with your group and create a statement that summarizes your key learning.
Share with other groups.
NOTE: If the group has a clear understanding of assessment for, as and of learning this consolidation activity could be tailored to highlight the resource rather than the content or ommited.
DI Option - Differentiated by Learner Preferences and readiness
If the facility permits, based on the diagnostic, use some of the of the listed below:
Option 1 Purposes of Assessment with Lorna Earl video for those who like to learn through audio visual modes
( – AER Click on Print and Other Resources and select Purposes of Assessment Dr. Lorna Earl. . )
Option 2 Provide handout 2 as a reading option
Option 3 Provide Growing Success, pages with emphasis on the chart on page 31.
Option 4 – Provide the 2010 DI Educator’s Guide pp 15-17
DI clarification It is not necessary for all groups to report back since their learning should be the same. The content was not differentiated.

20. Dr. Lorna Earl on Assessment
If the facility does not allow for differentiation have all participants watch the video to consolidate their understanding of assessment for, as and of learning.
Provide handout 2 as a reference.

21. Agenda Minds On Action Session Purpose, Context and Learning Goals
Knowing the Learner – Group and Table Profiles
Assessment for, as and of Learning -Think Pair Square
Action
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
Seeing DI and Assessment in Action
Learning Goal Check and Exit Card
Action
Introducing new learning or extending/reinforcing prior learning
Providing opportunities for practice and application of learning (guided – independent)
Participants will see that this is the lesson planning model used in the DI Teaching Learning Examples. 21

22. Assessment Centres- DI Connection
Select the centre of interest to you:
Assessment for learning
Assessment as learning
Assessment of learning
At the Centre:
Complete Placemat Activity 2 as a group
(Use Growing Success, page 31 as a reference)
Prepare to present your work to the whole group
Set up three learning centres – one for each of assessment for, as and of learning.
Have the groups at the centre complete the placemat activity for their topic.
Participants fill in the remaining sections of Placemat Activity 2 with information from the other groups.

23. PLACEMAT Activity 2 Assessment For Learning Assessment As Learning
Assessment Of Learning
Who is the active partner?
What is the information used for?
How does the information contribute to differentiated instruction & assessment?
Ask participants to note the information from the other groups on their placemat.

24. Assessment (See Growing Success p. 31
For Learning
As Learning
Of Learning
By teachers
to determine what to do next instructionally (strategies, differentiation)
To provide descriptive feedback to students (what they are doing well, what needs improvement and how to improve)
To provide information about where students are in relation to learning goals (i.e., readiness) to inform differentiated instruction
By student
to determine what to do next in learning (e.g., strategy, focus)
To provide descriptive feedback to peers and self (peer and self assessment)
to become reflective, self-monitoring learner
To guide (student) choice of options for learning and demonstrating learning (e.g., interests, learning preferences, readiness)
to determine student’s level of achievement of overall expectations at a given point in time
As evidence to support professional judgment
Assessments can vary in structure (conversations, observations, products) and can be differentiated.
To provide information about student achievement and their level of readiness for next steps (as well as their interests and learning preferences)
Is there anything that needs to be added or any points that require further clarification?
Essentially the nature of assessment is determined by what the information is being used for.
Not every assessment has to be a decision point about student learning but more an opportunity to help move students closer to the clearly stated learning goals.
Assessment can be differentiated or used as information to inform differentiated instruction to meet the needs of all students.

25. Video: Foundation of Assessment for Learning
How are teachers supporting students in monitoring and directing their own learning?
Use the Video Viewing Guide handout to take notes as you watch the video.
What do you see?
What do you think about that?
What does it make you wonder?

26. Video: Foundation of Assessment for Learning.
Hattie and Timperley (2007 ) describe three questions that guide learning for students:
Where am I going?
How am I going?
Where to next?
Learning goals, success criteria, assessment for as and of learning, descriptive feedback and goal setting - captured in these three questions in student-friendly terms.
How does identifying, sharing, and clarifying learning goals and success criteria lead to a common understanding of what is being learned?
How are learning goals and success criteria foundational to improved learning for students?

27. Assessment for Learning
Learning Goals
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
About Student’s Understanding
Gathering Information
Engineering effective conversations,
questions, and learning tasks
Facilitator Notes:
Assessment for Learning is a process that is ongoing.This model represents what we have learned in the field working with teachers. It is intended to act as a framework for seeing how Assessment for Learning can be structured. It is a model that is not linear. All of the component parts of assessment are interrelated and interact in an almost cyclical manner.
Learning Goals might be shared at the beginning of the learning or revealed as students are uncovering the learning. The goals should be clear and while they are fixed they may need to be refined as the learning moves forward in the classroom. It is important that students develop with the teacher a common understanding of learning goals and success criteria through discussion and clarification
Success Criteria could be shared at or near the beginning of a learning period they might also be revealed throughout the learning as students are discovering more about what successful attainment of the learning goal(s) look(s) like. Success criteria should be stated in clear language that is meaningful to students. Success criteria are used to develop assessment tools such as a checklist, a rubric, or an exit card
Descriptive Feedback is an ongoing process. The key to effective feedback is timing. Feedback is most useful during the learning when it can be used to support student achievement and learning. It should align and link back to learning goals and success criteria. Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for improving student learning and is fundamental to building a culture of learning within the classroom.
Throughout the process teachers are gathering information about student learning through a variety of means – (exit cards, conversations, observations, checklists, spot checks, conferencing, etc.). This information is used to adjust teaching, deepen questioning, differentiate to meet the learning needs of students in the classroom, refine and clarify learning goals and success criteria, and to make sure that learning goals, criteria, assessment tasks, questions, lessons, units and learning are all in alignment.
The bottom two boxes represent Assessment as Learning. They are also integral parts of assessment if we want students to take ownership of their own learning. As lead learners in the classroom, teachers help students develop their self assessment skills by modelling the application of success criteria and the provision of effective descriptive feedback. Teachers also help students understand how they learn best so that they can utilize that knowledge to enhance their learning. As students develop their self assessment skills they learn to identify specific actions they need to take to improve and to plan next steps.
John Hattie in his most recent work Visible Learning, A Synthesis of over 800 Meta-Analyses Relating to Achievement indicates that the sharing of learning goals, providing clear and precise descriptive feedback in relation to those goals, having students develop criteria from work examples, and using peer and self assessment when done effectively lead to large gains in achievement. Extensive Research (Hattie, Marzano, Earle, Moss, Brookhart, Stiggins, Black, Wiliam, Clarke, etc.) supports the argument that successful learning is a function of the worthwhileness and clarity of the learning goals and the success criteria, the power of using multiple, varied and appropriate teaching strategies, providing timely feedback focused at the right level of instruction, providing opportunities for students to own the learning, and seeing learning from the students’ perspective through the use of powerful well engineered conversations

28. Video: Foundation of Assessment for Learning
DISCUSSION
1. How are teachers empowering students to monitor and direct their own learning?
2.Video prompts:
What do you see?
What do you think about that?
What does it make you wonder?
Facilitate a group discussion based on the framework on the previous slide and the responses to the viewing prompts.
Teachers play an essential role in supporting students to develop these skills by:
ensuring that students have a clear understanding of what they are learning and what successful learning looks like;
modelling descriptive feedback, self-assessment, and goal setting; and
providing opportunities to practise these skills, first with guidance and support and then independently.
Success Criteria for this activity:
Participants will be able to clearly articulate the reasons for sharing learning goals and success criteria
Participants are beginning to develop an understanding of how learning goals are foundational to assessment for learning principles
Participants might see that learning goals help to align learning with assessment such that there is a clear relationship or alignment between Curriculum, Learning Goals, Success Criteria, Quality Assessment tasks and tools, Feedback, Differentiated Instruction, learning, and achievement.

29. Growing Success Cross Check
Table Groups
Each table member or pair selects one Growing Success section to read:
An Assessment Framework – (p. 32, Growing Success)
Developing Learning Goals and Identifying Success Criteria – (p. 33, Growing Success)
Eliciting Information and Providing Descriptive Feedback (p. 34, Growing Success)
Developing Student Self-Assessment and Peer-Assessment Skills and Developing Individual Goal Setting – (p. 35, Growing Success)
Note any additional ideas in the last column of the Viewing Guide.
Share with the Table Group.

30. DI Connection
How does identifying, sharing, and clarifying learning goals and success criteria lead to the development of respectful differentiated tasks?
How do learning goals and success criteria help teachers differentiate :
an entry point for learning?
the way students learn?
the way students demonstrate their learning?
Although demonstrations of learning may differ from student to student in a differentiated classroom the curriculum expectations on which they are based and the criteria on which they are judged are the same. Page 23, 2010 DI Educator’s Guide
Differentiation begins once the learning goals and success criteria are established. The goals and the criteria are not differentiated.

31. Video: Developing Learning Goals
Before Viewing
As a table group, complete the Concept Attainment Activity for Effective Learning Goals
During Viewing
Add to the ‘success criteria’ for effective learning goals - the 3rd column
After Viewing
Consolidate the criteria for effective learning goals

32. Before Viewing As a table group,
discuss and complete the Concept Attainment activity for effective learning goals
HANDOUT 5

33. During Viewing Video: Developing Learning Goals
What are the ‘criteria’ for writing effective learning goals?
(Note in 3rd column)
HANDOUT 5

34. After Viewing Video: Developing Learning Goals
Table Groups
share the ‘criteria’ added in column 3 during the video.
Consolidate and refine responses
HANDOUT 5

35. Developing Learning Goals Applying the Criteria
In Like-Subject and/or Grade groups
Choose an overall expectation and:
Create a learning goal from the overall expectation
Consider the specific expectations support that overall expectation and use them to develop incremental learning goals
SEE PLACEMAT ACTIVITY 3.
Have a variety of curriculum documents available for participants to use. Group according to grade or subject expertise. Limit groups to a maximum of four to a group.
FACILITATOR NOTE: This is really the starting point for planning with the end in mind.
Participants start with an overall expectation and scaffold backward the skills that are necessary to get to that expectation, developing the incremental learning goals that might be used to support the learning.
Specific expectations can be used to support the development of incremental learning goals
FOCUS - student friendly language.
Ensure that the learning goals meet the criteria established in the previous activity

36. This slide is a copy of one of the cards in the DI educator’s Package
This slide is a copy of one of the cards in the DI educator’s Package. Use it to review the underlying principles of DI and the elements of effective differentiated instruction.
NOTE: Use more of the 2010 Educator’s Package as required to review/deepen understanding of DI.
On the DI page at there is a professional learning module that contains many activities to clarify DI.

37. Differentiating Assessment
Subject Pairs or Triads
Based on your learning goals, think about and briefly describe a strategy or task that provides information for:
assessment as, for learning
and/or
assessment of learning.
SEE PLACEMAT ACTIVITY 3.
Teachers can differentiate:
Content – the topic or entry point
Process – the way we help students learn - activities in which the student engages to make sense of the essential ideas and information
Products – the ways students demonstrate their learning
Learning Environment – conditions for learning (e.g., quiet or busy, alone or with others)
Adapted form 2010 DI Educator’s Guide p. 21
Describe how this strategy/task can be differentiated based on (a) student interests, (b) learning preferences and/or (c) readiness

38. For example . . . Task - Journal Entry- assessment for learning
SEE PLACEMAT ACTIVITY 3.
Task - Journal Entry- assessment for learning
Differentiated by interest – offer choice of topics
Differentiated by learning preferences – offer a choice of hand held recorder, conference or written format
Differentiated by readiness – provide support such as sentence starters or key questions to guide thinking for some students

39. Differentiating Assessment
Subject Pairs or Triads
Share with another like or related subject group.
Provide each other descriptive feedback on the extent to which the differentiated strategies/tasks align with the learning goals.
Refine based on feedback
Be prepared to share with large group
SEE PLACEMAT ACTIVITY 3.

40. Video – Success Criteria
Subject Groups
During Viewing:
All - track strategies that are used to establish and create Success Criteria
Individuals, select a question (below) to think about and respond to after viewing. (Ensure that all questions are covered by the group.)
Focus Questions
What are success criteria, and how are they used by teachers or students in assessment for learning, assessment as learning, and assessment of learning?
Why is it so important that students be engaged in the development of success criteria?
How are success criteria linked to learning goals, descriptive feedback, rubrics, and self-assessment?
After Viewing – Possible Discussion Points
Consider the students’ responses.
What do the students’ responses tell us about the culture of learning that has been established in this classroom?
What value is there in students knowing, in advance, what they are expected to learn and what it will look like when they have successfully learned it?
How does explicitly teaching students to be “assessment literate” lead to independent learning?
What significance do learning goals and success criteria have in your classroom assessment and instruction?
Success Criteria describe in specific terms what successful attainment of the learning goals looks like. Criteria help students understand what to look for during the learning and what it looks like once they have learned. Quality success criteria make the learning explicit and transparent for students and teachers alike. They identify the significant aspects of student performance that are assessed and/or evaluated (i.e., the “look-fors”) in relation to curriculum expectations.
What are success criteria?“… guidelines to help you do the assignment”“… a guide to your learning goal” “They help us to realize what we need to do so we know what we’re doing well.”

41. Success Criteria Subject Pairs or Triads
Develop success criteria for the previously developed learning goals.
Examine each of the differentiated strategies/tasks to see if they provide opportunities to demonstrate the success criteria related to the learning goals. Refine strategies/tasks as needed.
Be prepared to share your observations with the large group.
SEE PLACEMAT ACTIVITY 3.

42. How do you know your students are learning?
List all the ways you know your students are learning.
Which ways provide information for assessment as/for learning? of learning?
Write one way per sticky-note – use three colours; one for as learning, one for for and one for of learning.
Put up poster papers showing the triangles .
Teachers use a variety of assessment strategies to elicit information about student learning. Teachers can gather information about learning by:
• designing tasks that provide students with a variety of ways to demonstrate their learning;
• observing students as they perform tasks;
• posing questions to help students make their thinking explicit;
• engineering classroom and small-group conversations that encourage students to articulate what they are thinking and further develop their thinking. 42

43. Triangulation =Valid and Reliable
Categorize each “way”according to its most likely source(s).
Post your “ways” at the appropriate spot on the wall chart.
Observations
Conversations
Products
Facilitator Notes:
If our assessments align with our learning goals and we are gathering evidence from at least three sources – conversations, observations, and products – we increase the reliability and validity of our evaluations.

44. Triangulation Observations Conversations Products
Which sources of evidence are most used?
Which colour of sticky is most evident?
What does this tell us about our current practice?
How do we become more balanced?
Observations
Conversations
Products
Discuss the patterns and trends that emerge from the wall charts
NOTE Often the product corner is predominately filled with assessment of learning stickies. Under conversations and observations we will often see more assessment for/as learning stickies.
How can we move to a position where things would be more balanced?

45. Sources of Evidence Conversations Observations Products Conferences
Notes
Journal
Blogs
Moderated Wikis
Moderated Online forums
Student feedback
Focused conversations
Portfolio Conferencing
Running Record
List of Books Read
Vocabulary Checklists
Notes from Literature Circle
Observation Checklist
Processfolio
Anecdotal observation
Questioning
Presentations
Listening
Speaking
Problem Solving
Group Skills
Performance Tasks
Assignments
Test Scores
Reader Responses
Tests
Portfolios
Checklists
Videos
Journals
Projects
Graphs
Observations
Products 45

46. Making Connections Sources of Evidence
Subject Pairs or Triads
Your previously developed strategies/tasks provide evidence of student learning from which source(s) - conversations, observations and/or products?
In what other ways could you use conversations, observations and/or products to gather information about student progress towards the learning goals?
SEE PLACEMAT ACTIVITY 3.

47. Sources of Evidence Subject Pairs or Triads
Select one of these ‘ways’ - a strategy or task (for a conversation, an observation or a product ) to differentiate based on student
interests
learning preferences/strengths, or
readiness.
SEE PLACEMAT ACTIVITY 3.

48. How do we make it happen? TEACHER STUDENT Overall and Specific
What are students expected to learn?
How will students demonstrate their learning?
How will we design the learning so all will learn?
Overall and
Specific
Expectations
Conversations
Observations
Products
Differentiated
Instruction &
Assessment
Strategies/Tasks
Learning Goals
Success Criteria
Descriptive Feedback
Peer & Self- Assessment
Goal Setting
Saying, Writing, Doing
TEACHER
STUDENT
Use this slide to clarify how all of the elements discussed in this session pertain to the three assessment questions and how they look differently for students and teachers. Table groups make connections to Placemat Activities.
Planning with the end in mind is critical in implementing Assessment for Learning. Students should know how the learning today is connected to the longer term learning goals established in class.

49. Reflection Table Groups
As a table group, reflect on how the elements on the previous slide connect with Placemat activity 3.
Be prepared to share a comment or question with the full group.
“Learning without reflecting is like eating without digesting.”
Anne Davies

50. Agenda Minds On Action Session Purpose, Context and Learning Goals
Knowing the Learner – Group and Table Profiles
Assessment for, as and of Learning -Think Pair Square
Action
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
Seeing DI and Assessment in Action
Learning Goal Check and Exit Card
Helping students demonstrate what they have learned
Providing opportunities for consolidation and reflection
Participants will see that this is the lesson planning model used in the Teaching Learning Examples. 50

51. Assessment for Learning and as Learning
Five strategies that support student learning:
identifying and clarifying learning goals and success criteria;
engineering effective classroom discussions and other learning tasks that elicit information about student learning;
providing feedback that helps learners move forward;
through targeted instruction and guidance, engaging students as learning resources for one another
through targeted instruction and guidance, helping students understand what it means to “own” their own learning, and empowering them to do so - Adapted: from Black and Wiliam (2009) as cited in Growing Success
Further information related to establishing learning goals, providing feedback and targeted instruction is provided on pages 33 – 35, Growing Success. 51

52. Consolidation - Video Table Groups
Examine the Five Strategies on Handout 6.
Watch the video and note connections to the Five Strategies.
Share within the table group; be prepared to share with the large group.
Delta Secondary School, Hamilton Wentworth District School Board - Understanding Canadian Law
Student Success Secondary Differentiated Instruction DVD – in the Differentiated Instruction Facilitator’s Guide (2010) – or on the DI page at

53. Consolidation We are learning to:
Develop a common understanding of the language of assessment
Identify what effective implementation of AfL and AaL looks like in the classroom
Develop effective student friendly learning goals and quality success criteria,
Develop differentiated tasks that align with learning goals and success criteria
Facilitator Notes:
Return to session learning goals and have participants reflect on their own learning.

54. Reflection - Exit Card Table Groups:
(1 large sticky note or index card per table)
Examine the session learning goals and identify ‘what you (now) know and can do’ for two of more of the goals.
Identify one or more areas for further learning.
Hand in to your facilitator.

55. Contacts
For additional information please contact: 55

56. Supplementary Slides
The slides after this point are here as reference points for the presentation and the facilitator.

57. Assessment for Learning
The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. (p. 144)
These definitions are taken from the glossary of Growing Success. Table 4.1 on page 31 further describes the types of assessment and how they can be used. 57 57

58. Assessment as Learning
The process of developing and supporting student metacognition. Students are actively engaged in the assessment process; that is, they monitor their own learning, use assessment feedback form teacher, self and peers to determine next steps; and set individual learning goals. (Growing Success, p. 143)

59. Assessment of Learning
The process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgements about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. It occurs at or near the end of a learning cycle. (p. 144)

60. Assessment for Learning and as Learning
As essential steps in assessment for learning and as learning, teachers need to:
plan assessment concurrently and integrate it seamlessly with instruction;
share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;
use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;
...cont’d

61. Assessment for Learning and as Learning
analyse and interpret evidence of learning;
give and receive specific and timely descriptive feedback about student learning;
help students to develop skills of peer and self-assessment.

62. Professional Judgement: Determining a Grade
To determine a student’s report card grade, teachers will consider:
all evidence collected from a variety of sources through observations, conversations, and student products;
the evidence for all the tests/exams and assignments for evaluation that the student has completed or submitted;
the number of tests/exams or assignments for evaluation that the student did not complete or submit;
the different weights assigned to various pieces of evidence.
Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or to prepare for the next class. 62