Assessment for Learning @

Reading for the Love of It Feb. 11 & 12, 2010

Faye Brownlie fayebrownlie@shaw.ca

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 I can understand and explain to others the concept of assessment for learning (AFL) and assessment of learning.

 I can identify six big AFL practices and describe classroom examples.

 I can determine a next step.

Learning Intentions

Assessment FOR Learning

Purpose: inform learning

Audience: teacher and student

Form: descriptive feedback

Timing: on-going, throughout the learning

The Six Big AFL Strategies 1.  Learning intentions

2.  Criteria

3.  Descriptive feedback

4.  Questions

5.  Self and peer assessment

6.  Ownership

Descriptive Feedback

•  What’s working?

•  What’s not?

•  What’s next?

Model Guided practice Independent practice Independent

application  

Pearson  &  Gallagher  (1983)  

Formative assessment to determine students strengths and needs

Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

Students need: •  to ‘be’ a character •  support in ‘becoming’ that character

•  to use specific detail and precise vocabulary to support their interpretation

•  choice •  practice •  to develop models of ‘what works’ •  a chance to revise their work

The Plan •  Review scene from novel •  Review criteria for powerful journey response

•  Brainstorm who you could be in this scene

•  4 minute write, using ‘I’ •  Writers’ mumble •  Stand if you can share… •  What can you change/add/revise? •  Share your writing with a partner

Criteria  

•  Write in role – use ‘I’ •  Use specific names •  Phrases/words that show feeling •  Particularly descriptive details of the event •  Powerful first line

•  What will you change after listening to others?

Questioning

Learning Intentions

•I can pose questions based on an image

•I can integrate information about an image, based on my own questions and those of others

Secret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene Gait

Orca Publishing, 2006 #9 781551 433967

Sequence:

Humanities 6/7

Learning Intention

•  To examine and understand children’s rights in different parts of the world

United Nations Rights of the Child 1.  Education 2.  Family 3.  Food and shelter 4.  Health 5.  Name and nationality 6.  Non-discrimination 7.  Own culture 8.  Protection from harm 9.  Rest and play 10.  Share opinions

Middle School En/SS Project Mon. - Model assignment with picture book. Build

criteria. Tues. - Read independently, begin assignment. Wed. - Read, descriptive feedback. Thurs. - Return assignments. Teach mini- lesson. Fri. - Hand in assignment for evaluation.    

     Student  Diversity,  2006  

Criteria

•  At least 3 examples of denied children’s rights

•  Specific evidence from the story that demonstrates how the right is denied

•  Information presented in a clear, organized, and interesting way

How you will earn your mark •  Rights and evidence: 3 denied rights with

detailed, supporting evidence from the story (10 marks)

•  Presentation: categorized presentation of information (3 marks)

•  Conventions: few errors and these do not interfere with meaning (2 marks)

**Drafts ready for feedback on Wed!

My  Name  Is  Seepeetza  

The  Right  to  Her  Own  Culture  

It  was  in  the  law  that  the  Indians  couldn’t  prac=ce  their  own  religion.    The  nuns  taught  them  in  school  and  made  them  prac=ce  the  Catholic  religion.    The  Indian  children  had  to  learn  English;  some  of  them  even  forgot  how  tp  speak  their  na=ve  language.    The  nuns  also  had  them  change  their  Indian  names  to  Catholic  names.      

   -­‐Clint  

Good-­‐Bye  Vietnam  

Share  Opinions  -­‐when  the  Government  broke  down  the  temple,  and  they  didn’t  even  ask  the  neigbors  will  they  like  it  or  not.  

-­‐when  Mai’s  family  was  on  the  sampan  the  others  said  now  we  can  say  what  ever  we  want  because  we  are  on  the  sea  and  no  one  can  hear  us.                  -­‐Jian  

Grand Conversations, Thoughtful Responses - a unique approach to literature circles -­‐  Faye  Brownlie  

     Portage  and  Main  Press,  2004  

Student Diversity, 2nd ed -­‐  Brownlie,  Feniak  and  Schnellert        Pembroke  Publishers,  2005  

It’s All about Thinking – Collaborating to support all learners (in English, Social Studies and Humanities)  –  Brownlie  and  Schnellert    Portage  and  Main  Press,  2009  

Pulling Together – Integrating inquiry, assessment, and instruction in today’s English classroom  –  Schnellert,  Datoo,  Ediger,  Panas    Pembroke  Pub.,  2009  

If  the  World  Were  a  Village  –  Smith,  2002