1. Assessment, Instruction and Learning in Secondary Schools Stepping Back to Move Forward - PART 2 - George Clulow Langley School District Theresa Rogers University of British Columbia

3. Summative Assessment Evaluation in order to present conclusions about the merit or worth of student performance. Assists with accountability and provides important information on how groups are performing, but is less helpful in making ongoing instructional decisions about student learning. Examples: Canadian Achievement Test, Provincial Exams, FSA

4. Formative Assessment Conducted while learning is in progress to inform the student so that growth and improvement can take place. Provides ongoing information crucial to bridging what students already know to what they need to learn. Examples: Teacher developed tests, quizzes, rubrics, homework, observations, etc.; and teacher/student co-created criteria.

5. Relationships between Summative and Formative Assessment And Assessment OF, FOR, AS Learning Summative assessments are primarily used OF learning: Evaluations, judgments or decisions about the worth or merit of student performance in relation to a set of (external) expectations or standards of performance

6. Formative assessments are primarily used FOR learning: to seek and interpret evidence for teachers and students to use in order to know where learners are, where they need to go, and how to get there And AS learning: Purposely using assessment activities to directly inform learning, e.g developing the criteria for assessment with the students and then examining work in progress to judge what is needed next.

7. More than ever we need to help students become learners -- to navigate an increasingly complex range of information, and to do so strategically and critically. "One weekday edition of the New York Times contains more information than the average person was likely to come across in a lifetime in 17 th century England" The Walrus, May, 2005, p. 20

8. Anticipation Guide

9. KWL Chart What I KNOW about What I WANT TO KNOW about What I have LEARNED about

10. Vocabulary in Context Pluto Sun Occultation Asteroids Orbit Perihelion

11. Math Word Sort

12. In your table groups, and continuing over the break, sort the words into four or five categories or groups that are related in a mathematical or geometrical manner. Be prepared to explain and justify your categories. Math Word Sort Activity

13. Setting Criteria With Students – Generic Steps and Questions Step 1)Brainstorm and record a first draft list of criteria Teacher says: In your groups, discuss, record, and be prepared to share with the whole class what’s important, or what would make an excellent… (task, product, or performance to be assessed e.g. presentation, role play, essay etc, etc) Teacher records brainstormed list from students on board or chart.

14. Step 1 Continued If the teacher notices that students are missing an important aspect or criterion, the teacher says: “Do you think… (missing idea or criterion) is also important? Discuss in your groups.” After students have briefly discussed the suggestion, the teacher asks: “Should we add it to our list.” Usually students agree, and new items are added.

15. Step 2)Organize and categorize the list Teacher says: “In your groups, organize these ideas into 3 to 5 categories, and be prepared to share with the rest of the class.” Teacher develops a master copy of the categorized list from the students’ lists and records it on the board or chart.

16. Step 3) Post or record final list for student use

17. Step 4)Weight or emphasize the more important criteria, looking for the match to outcomes or purpose Teacher says: “ Given what we have been focussing on, or trying to achieve, are there any of these criteria more important than others in the list? Discuss in your group.” Record emphasis, or focus.

18. Step 5)Revise and refine in the light of experience Teacher says to self and students: “Now that we’ve used this set of criteria once, do we need to make changes or additions for the next time we use it?

19. Makes specific references to the text. Focuses upon the important ideas in the text. Offers personal views, insights, and reactions to the text. Offers questions, speculations and information about the text. Depending on the instructional emphasis, teachers would focus on a particular aspect or aspects of the text that the students are reading e.g. character, main ideas, issues, events, theme, literary techniques, purposes, comparison and contrast etc. Criteria for an Effective Journal Entry

20. This is just to say I have eaten the plums that were in the icebox and which you were probably saving for breakfast Forgive me they were delicious so sweet and so coldW.C. Williams

21. Discussion of Poem As a group at each table, share your responses to the poem for 5 minutes: What do you like about it? What does it remind you of? What in the poem stands out and why? After 5 minutes, take 2 to 3 more minutes to fill out the rubric for assessing literature discussions. Do this individually or as a group.

22. Sample rubric for self-assessing high quality literature discussions: Circle or highlight relevant boxes

23. Wrap up activity I came to these webcasts expecting..... I got.... I want next......