![“Students taught by teachers who used
assessment for learning achieved in six or
seven months what would otherwise have
taken a year.”
-Black & Wiliam (1998).
“Feedback [is] in the top ten influences on
achievement. Where is the student going?
How is the student going? Where to next?”
-HaUe (2012).](https://image.slidesharecdn.com/manila-160118225641/85/Manila-assessment-k5-61-320.jpg)
![• The key to reaching this goal [all students
being competent or proficient in every aspect
of the curriculum] is to evaluate every
student’s achievement using similar criteria,
consistently applied at all levels.](https://image.slidesharecdn.com/manila-160118225641/85/Manila-assessment-k5-107-320.jpg)
Manila.assessment.k5
- 1. Improving Learning by Improving Assessment EARCOS Weekend Workshop Brent Interna6onal School, Manila January 16/17, 2016 Faye Brownlie www.slideshare.net/fayebrownlie/K.5assessment.manila
- 2. How do I shift my time to provide more feedback to students during the learning?
- 3. Learning Intentions • I understand the power of assessment for learning strategies • I can describe all 6 AFL strategies and recognize where they currently exist in my teaching • I have a plan to increase the 6me spent on AFL • I have a plan to increase the quality and quan6ty of descrip6ve feedback for my students during the learning
- 4. The teeter totter kids kids curriculum
- 6. Frameworks for Learning It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
- 7. Universal Design for Learning Mul6ple means: -to tap into background knowledge, to ac6vate prior knowledge, to increase engagement and mo6va6on -to acquire the informa6on and knowledge to process new ideas and informa6on -to express what they know. Rose & Meyer, 2002
- 8. Backwards Design • What important ideas and enduring understandings do you want the students to know? • What thinking strategies will students need to demonstrate these understandings? McTighe & Wiggins, 2001
- 9. Teaching that makes a difference • Universal Design for Learning • Backwards Design • Assessment for Learning • Gradual Release • Open Ended Strategies • Coopera6ve Learning • Small Group Reading, Literature and Informa6on Circles • Inquiry • It’s All About Thinking – Humani6es (2009), Sciences (2011)
- 10. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 11. Strategy Sequence • Connec6ng – Building mo6va6on, accessing and building background knowledge, asking ques6ons, sedng a purpose for reading • Processing – Making sense of new text, linking old informa6on to new • Transforming and personalizing – Showing what you know
- 12. Assessment for Learning • Purpose: to inform teaching and learning • Timing: minute by minute, day by day • Form: descrip6ve feedback • Audience: teacher and student
- 13. 1. Learning Intentions “Students can reach any target as long as it holds s6ll for them.” - S6ggins - 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality ques6ons to show evidence of learning Whose ques6ons? Who answers?
- 14. Learning Intentions – Kindergarten “OLI (our learning inten6on) tells us what we have to learn.” “He is there to make sure we are learning what we are supposed to.” In our centres today we will include everyone. OLI
- 15. QUESTIONING – Grade 2/3 How do spiders eat? • Grades 2 and 3 • The teacher began the study by asking “What ques6ons do you have about spiders?” • Students chose one ques6on a week to inves6gate by observing spiders and using informa6onal texts Science IRP/Grade 2/Life Science/Animal Growth and Change Janice Novakowski, Richmond
- 16. QUESTIONING - Kindergarten How does a ladybug hold on to a branch? • Kindergarten students observe insect behaviour • The teacher asks, “What are you wondering about?” Science IRP/Kindergarten/Life Science/Characteristics of Living Things Janice Novakowski, Richmond
- 17. QUESTIONING – All Grades • Present a picture • Ask students to pose ques6ons about the picture • Present a second picture • No6ce how ques6ons change as students link the pictures Student Diversity, 2nd ed. - Brownlie, Feniak, Schnellert
- 21. QUESTIONING – All Grades “Hands Down” Ask an open-ended ques6on. Explain to the class that no one puts up his or her hand to answer the ques6on - everyone is expected to respond when asked (even if it is only to say “I don’t have a response yet”). Give students 6me to meet with a partner and talk briefly about their thinking. Ask individual students or pairs of students to respond.
- 22. Tracey Coehlo, 3/4, Devon Gardens • Wri6ng using a mentor text to expand children’s thinking, focus on sequencing and detail, build stamina • Learning Inten6ons: – I can write a story connec6ng the pictures – I can use a BME in my story – I can add detail to my story – I can build my stamina for wri6ng • Building criteria – highligh6ng ‘treasures’ • Ques6oning – the assignment: your story behind the pictures
- 23. • Gallery Walk- modeled first • Examine 3 pictures. Look for the story. • Walk and talk with a partner to find your first sentence. • Write the story behind the pictures – 10-12 uninterrupted minutes. Remember BME and DETAIL. • While they wrote, I highlighted a word/phrase on each student’s work. • Shared these ‘treasures’. Students were encouraged to borrow a ‘treasure’ from another student and add it to their wri6ng. • Reread the ‘treasures’ the next day and discuss what makes them ‘treasures’. This begins the building of criteria.
- 24. Gallery Walk – writing lesson • In groups, 3 things that count in wri6ng • Made class list and categorized • Focus on meaning and thinking – Descrip6on – Imagina6on – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
- 25. The End in Mind • Building criteria with students • Teaching wri6ng in a diverse class • Learning Inten6ons: – I can write a connected story from 3 pictures – I can talk with others to expand our thinking about a series of pictures – I can iden6fy strengths in my wri6ng from class criteria
- 26. • Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture • Chat – How could you use this image in your wri6ng? • Build on one another’s thinking • View 3-4 pictures
- 27. • Task: a piece of wri6ng, choose your genre, think about the criteria • As you are moving to your desk, keep walking un6l you have your first line in your head • 12 minutes to write • As students are wri6ng, move about the room, underlining something powerful (criteria connected) in each person’s wri6ng
- 28. • Each student shares what was underlined • Listen to hear something you might want to borrow • As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emo6on or made a picture – Hook – first line made me want to keep reading
- 32. • Eagle Dreams - Wri;en by Sheryl McFarlane ; IllustraAons by Ron Lightburn; • ISBN: 1-55143-016-9
- 37. • Kids can add/edit/con6nue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can iden6fy criteria in their own work and ask for help with criteria that are struggling with • Aoer repeated prac6ce, students choose one piece to work up, edit, revise, and hand in for marking • Feedback is con6nuous, personal, 6mely, focused
- 39. • 1 + 4 = • 2 + 3 = • 4 + 1 = • 0 + 5 =
- 40. How can you show your number for our number book?
- 43. Creating an Inquiry Classroom - increasing engagement and thinking • With Angela Curle, grade 5/6 • Lakeview Elementary, Quesnel
- 44. Goal: create curiosity and questioning, deepen thinking • Model ‘no6ce’, ‘think’, ‘ques6on’ with a picture • Students, in groups of 3, ‘no6ce’, ‘think’, ‘ques6on’ with another picture • Students move to add on to a 2nd picture • Model ‘explode the sentence’ • Students, in groups of 3, ‘explode the sentence’ • Begin to read the text. No6ce engagement and thinking.
- 57. • Mrs. LaRue didn’t have enough 6me to train him. • Mrs. LaRue is the dog’s master. • It is not a school. • Did the dog write the leqer?
- 58. • Mrs. LaRue sent him there. • What did the dog do? • How did the dog get a typewriter? • The other dogs are mean. • Dogs can’t hold pencils.
- 60. 4. DescripAve Feedback Timely, relevant, personal, descrip6ve feedback contributes most powerfully to student learning! 5. Self & Peer Assessment Involve learners more in self & peer assessment 6. Ownership Have students understand their learning and Communicate It with others
- 62. Descriptive Feedback • What’s working? • What’s not? • What’s next?
- 63. Feedback is information about how we are doing in our efforts to reach a goal. ‘Seven Keys to Effec6ve Feedback” in EL, Sept 2012 - Grant Wiggins
- 64. Feedback is NOT advice. Feedback is NOT value judgments. Feedback is description of actions toward a goal.
- 65. AFL • Learning inten6ons • Criteria – co-created • Descrip6ve feedback • Peer assessment, then self assessment • Ownership
- 66. Cinquain Poems • Show a poem to the students and have them see if they can find the paqern – 5 lines with 2,4,6,8,2 syllables • Create a cinquain poem together • No6ce literacy elements used • Brainstorm for a list of poten6al topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
- 72. K Writing – with Leanne Commons & Jeri Jacovac How can we best use our resource 6me together? Can we introduce wri6ng in a playful way to a diverse group of K children?
- 73. Students need: • To see themselves as writers • To have fun • To develop a sense of sound/symbol rela6onships • To find their stories • To work with criteria
- 75. K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria Provide feedback during writing Pearson & Gallagher (1983)
- 76. Criteria – K/1 What’s Next for This Beginning Writer? – Reid, Schultz, Petersen Big, Bold, Bright Make a picture Tell some leqers you know Try some sounds you know
- 93. Do your students receive individual feedback from you in every class?
- 94. “The most powerful single influence enhancing achievement is feedback”-Dylan Wiliam • Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance • Oral feedback is much more effec6ve than wriqen • The most powerful feedback is provided from the student to the teacher
- 95. The Six Big AFL Strategies 1. Inten6ons 2. Criteria 3. Descrip6ve feedback 4. Ques6ons 5. Self and peer assessment 6. Ownership
- 98. Assessment of Learning • Purpose: to measure, to compare, to report out • Timing: end of unit, term • Form: leqer grades, marks, percentages, numbers, rank order • Audience: parents, those outside the classroom
- 99. What is the purpose of grading?
- 100. Learning Intentions • I have a clearer understanding of prac6ces that support more authen6c marking and grading • I have increased the ways I can collect evidence of learning • I know O’Connor’s 15 fixes for broken grades • I have a plan to implement some of these fixes and create more authen6c, accurate and fair marks and grades
- 109. Underpinning Issues 1. Fairness 2. Mo6va6on 3. Objec6vity and professional judgment
- 110. From A Repair Kit for Grading - O’Connor, Chapter 1 1. Fairness is much more about equity of opportunity than it is about uniformity. 2. First, extrinsic mo6vators increase students’ focus on the reward or punishment rather than on the desired behavior. Second, they give rise to the need to con6nuously increase the amount of the reward or punishment to elicit the desired behavior. 3. ‘Confidence is the key to student success in all learning situa<ons’ (S6ggins, 2001). Actual success at learning, then, is the single most important factor in (intrinsic) mo6va6ons, and it is important to recognize that success is rela6ve – success for each individual is seeing oneself gedng beqer. 4. The ques6on is not whether an assessment is subjec6ve, but whether it is defensible and credible. Assessments themselves are designed subjec6vely. 5. Grading must not be a private prac6ce; it must be a shared prac6ce.
- 111. Fixes to avoid distorting achievement 1. Don’t include student behaviors (effort, par6cipa6on, adherence to class rules, etc.) in grades; include only achievement. 2. Don’t reduce marks on “work” submiqed late; provide support for the learner. 3. Don’t give points for extra credit or use bonus point; seek only evidence that more work has resulted in a higher level of achievement.
- 112. Fixes to avoid distorting achievement 4. Don’t’ punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement. 5. Don’t consider aqendance in grade determina6on; report absences separately. 6. Don’t include group scores in grades; use only individual achievement evidence.
- 113. Fixes for Low-Quality or Poorly Organized Evidence 7. Don’t organize informa6on in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals. 8. Don’t assign grades using inappropriate or unclear performance standards; provide clear descrip6ons of achievement expecta6ons. 9. Don’t assign grades based on a student’s achievement compared to other students; compare each student’s performance to preset standards. 10. Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.
- 114. Fixes for Inappropriate Grade Calculation 11. Don’t rely only on the mean; consider other measures of central tendency and use professional judgment. 12. Don’t include zeros in grade determina6on when evidence is missing or as punishment; use alterna6ves, such as reassessing to determine real achievement, or use “I” for Incomplete or Insufficient Evidence.
- 115. Fixes to Support Learning 13. Don’t use informa6on from forma6ve assessments and prac6ce to determine grades; use only summa6ve evidence. 14. Don’t summarize evidence accumulated over 6me when learning is developmental and will grow with 6me and repeated opportuni6es; in those instances, emphasize more recent achievement. 15. Don’t leave students out of the grading process. Involve students; they can – and should – play key roles in assessment and grading that promote achievement.
- 116. Literature Circles (Its All about Thinking – Humanities – Brownlie/Schnellert) • Learning Inten6ons: – I can describe criteria for a powerful response – I can write a powerful response using criteria – I can use connec6ons to deepen my understanding of what I am reading – I can engage in a meaningful conversa6on with mu peers about books – I can use the criteria we co-created to describe a response
- 117. There is great success in engaging students with text and conversation using literature circles Literature Circles STUDENTS Within these groupings, choose their own books are never assigned roles read at their own pace engage in conversations keep journals about readings and conversations are taught comprehension strategies
- 118. This is My Rock - David McCord This is my rock And here I run To steal the secret of the sun; This is my rock And here come I Before the night has swept the sky This is my rock, This is the place I meet the evening face to face.
- 121. Literature Circle Assessment Rubric for Group Discussions English Gr. 5/6 Oral Literature Circle Response Be Prepared - Has novel (and back up plan) - Powerful (P.P) marked in book - Assignment complete - TDT (tease, don’t tell) - Make sure you read to decided chapter Sharing Your Powerful Passage - eye contact - speak loudly/clearly - Share something meaningful - Explain thinking in detail - Explain why you chose it - Explain connections Responding to Others - Listen respectfully - Look at speaker - Sit in a circle - Share and discuss options - Ask questions - Okay to agree/ disagree (but support your thinking with evidence from book Developed by the students of Div 4- 2008, Stacey Wyaq Criteria Comments/ Feedback
- 122. Criteria Feedback/Comments 1. Explain why I chose the powerful passage -use details from the book and examples -include my feelings and emo6ons -explain mu connec6ons (personal, text, world) 1. TDT (tease, don’t tell) -when wri6ng to my dialogue partner, don’t give away too much of the story to spoil it Story Explana6on 1. Explain what happened in the book 2. Describe the character (include feelings and descrip6ve words) 3. Explain how I relate to the character and the characters relate to each other (e.g., sharing a similar experience) 4. Explain predic6ons for the future
- 125. Ideogram • Variety of visual representa6ons • Quota6ons from books read • Voice shown - personal opinions and reflec6ons on the theme • Connec6ons to outside sources • Emo6onal connec6on to theme - for you and the reader
- 127. • Build from the criteria to a response rubric by having students examine the BC Performance Standards for Reading Response and work in partners, then groups of 4, then as a class to create a rubric. • Work with student samples to place these samples on the rubric • Work with samples that are MM or NYM to turn them into FM
- 128. AFL – Final Mark • 2-3 journal responses • Student and teacher observa6ons/reflec6ons of oral discussion • Learning Journey or Ideagram • 2-3 comprehension ac6vi6es, if used • Choose the most representa6ve mark of ALL the chosen assignments
- 129. Joni Cunningham Grade 2 Spul’u-kwuks Richmond Writing portfolio Monthly samples Performance Standards Growth over time
- 137. Learning Stories based on the work of Margaret Carr & Wendy Lee, New Zealand Megan Fraser & Giovanni Thiessen, Burnaby • A story • Documenta6on • Makes the ordinary significant • Ini6ated by the child • Only the ‘good’ reported • Supported with pictures
- 139. Lori Johnson Grade 1 Coldstream Elementary Vernon Learning Intentions Self Assessment Descriptive Feedback Ownership
- 140. The Clothesline • Primary staff met in grade groups to decide on a con6nuum of wri6ng samples. • 4-5 samples were discussed with the children and displayed on a clothesline. • As children were wri6ng, they were encouraged to check their wri6ng with the samples on the clothesline, see what matched and set a goal. • Samples changed as children progressed.
- 142. Lori Johnson Grade 1 Coldstream Elementary Richmond Learning Intentions Self Assessment Descriptive Feedback Portfolio Assessment
- 143. Reading – Gr.1 March Portfolio – Lori Johnson, Coldstream Elem., Vernon, BC • I can read this book easily, stopping at the periods for a breath and also using some expression. • I can retell the story I have just read in my own words from beginning to end. • I can “make pictures or movies” in my head when I read a story that has no pictures. Ask me to tell you about the pictures and feelings I had when Ms. Johnson read us “Big Al”. Visualizing helps me understand beqer. • I can read by using sight words ( the words I know really well are highlighted on the list in the folder ) and I can also figure out new words by sounding out the leqers, then blending the leqers together. • My goal for next term in reading is to ___________________
- 144. Writing – Gr. 1 March Portfolio, Lori Johnson, Coldstream Elem, Vernon, BC • Here is some of my latest wri6ng. I can write about things that happen in my life. Usually I print neatly, use fingerspaces and include details. I have several words I can just spell easily, others I try to stretch by saying the sounds, then wri6ng the leqers down. • I can read my wri6ng to you. Thanks for listening. • I can tell you about my wri6ng – what criteria I am trying to meet as I wrote these pieces. • I can tell you what I want to do next in my wri6ng. • My goal for next term in wri6ng is to _____________________________
- 145. SOCIAL STUDIES – FRIENDSHIP UNIT • I can tell you the quali6es that make up a good friend. Let’s do the Friendship Puzzle together. SCIENCE • I know how a leaf cudng can grow roots to become a plant. Ask me to explain my “Plant Journal” to you. • I can tell you how magnets work. I know that magnets aqract some things and not others. I know they have a North and a South Pole. I can explain my Magnet Map to you.
- 146. • I can count by ones while doing ac6ons with my hands and feet. I like to do something different on the fives and tens. Let’s do it together! • I can count this bag of _______ by first sor6ng it into groups of ______ on the coun6ng mat. Sor6ng makes it easier to count big numbers. • I can solve a problem using addi6on or subtrac6on. I can show you how I do this using objects or pictures. Here are some problems we can solve. • I can look at a bunch of objects, then es6mate how many might be there. It won’t be the exact number! Let’s es6mate the hearts on this paper using an elas6c as a “referent set”. • I am learning my math facts by playing “Addi6on and Subtrac6on War”. I can show you how to play. • My goal for next term in math is to _____________________________
- 147. Tanis Anderson & Brolin,gr. 1 Brentwood Park, Burnaby Children chose a just right book and read quietly. I walked around and asked them the aqached ques6ons. It had everything I wanted in a reading assessment, but includes student choice over the text, and I could tell if they were choosing appropriate books, and if they were comprehending. This will go in their por~olios, which will be sent home with the snapshots for repor6ng. It is so much more meaningful than the tradi6onal report cards! It's such exci6ng work! Have also included a running record on their chosen book.
- 149. Teresa Fayant K Stzuminus First Nation
- 158. Student Led Conferences • Students have a collec6on of work samples, with criteria and learning inten6ons • Students explain what evidence of learning is shown in each sample • Students demonstrate how they can … – Do long division – Explain a character’s ac6ons – Perform a simple science experiment • Students explain their learning goals (targets) • Parents are asked to write 2 stars and a wish for their child
- 159. • Choose the representa6ve samples of work to go into the por~olio • Add ‘something of which I am very proud’ to the collec6on • Students complete the phrase for each item “something I want you to no6ce…” • Create an agenda for the conference • Rehearse the conference with another student or another class
- 160. Your Plan – 20 minutes team planning Be prepared to report out☺ • What will you try? • Who will you work with? • How will you know that what you are doing is making a difference?
- 161. Resources • Assessment & Instruc<on of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand Conversa<ons, ThoughNul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora<ng to support all learners (in English, Social Studies and Humani<es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora<ng to support all learners (in Math and Science) - Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011