Vancouver Pvp

22
LITERACY AND ASSESSMENT FOR LEARNING Vancouver Principals and Vice- Principals May 13 th , 2009 Faye Brownlie

description

ppt

Transcript of Vancouver Pvp

Page 1: Vancouver Pvp

LITERACY AND ASSESSMENT FOR

LEARNINGVancouver Principals and Vice-

PrincipalsMay 13th, 2009Faye Brownlie

Page 2: Vancouver Pvp

Literacy…It’s all

about…

Engagement &

Meaning Making

Page 3: Vancouver Pvp

Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language, and culture.

Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of ‘literacy as freedom.’

UNESCO, Statement for the UN Literacy Decade, 2003-2012

Page 4: Vancouver Pvp

Model

Guided practice

Independent practice

Independent application

Pearson & Gallagher (1983)

GRADUAL RELEASE MODEL

Page 5: Vancouver Pvp

BLACK & WILIAM (1998)

HATTIE & TIMPERLEY (2007)

Page 6: Vancouver Pvp

Assessment OF Learning

Purpose: reporting out, summative assessment, measuring

learning

Audience: parents and public

Timing: end

Form: letter grades, rank order, percentage scores

Page 7: Vancouver Pvp

Assessment FOR LearningPurpose: guide instruction, improve learning

Audience: teacher and student

Timing: at the beginning, day by day, minute by

minute

Form: descriptive feedback

Page 8: Vancouver Pvp

Assessment FOR Learning

Purpose: guide instruction and learning

•The Grand Event

•Ongoing in the Class

Page 9: Vancouver Pvp

Assessment FOR LearningPerformance Based Assessment Descriptive scoring Coding in teams Class/grade profile of strengths and areas

of need Action plans developed - what’s next? Individual students identified for further

assessment

Page 10: Vancouver Pvp

What do I need to teach?

(with the goal in mind)

Page 11: Vancouver Pvp

Moscrop Secondary, Burnaby

Literacy teacher pulled 40/70 students who were identified at risk in fall assessment

1:1 assessment, performance based Read text orally Looked for patterns

Page 12: Vancouver Pvp

Moscrop Secondary, Burnaby

Encouraged kids to mark the text Predicting from title, picture, caption –

average of 4 seconds Comprehension – analyzed 3 samples,

students ranked by performance standard rubric

Inference – adding your thinking, not summarizing - practiced

Page 13: Vancouver Pvp

1

From Assessment to Instruction

Brownlie, Feniak, Schnellert, 2006

2

4

3

Assess(against criteria)

Set a Goal (target)

Plan/Teach(with the goal in mind)

Reassess

Page 14: Vancouver Pvp

BILL’S YEAR AT A GLANCE-SEPT.

Page 15: Vancouver Pvp

BILL’S YEAR AT A GLANCE-OCT.

Page 16: Vancouver Pvp

The Six Big AFL Strategies

1. Intentions

2. Criteria

3. Descriptive feedback

4. Questions

5. Self and peer assessment

6. Ownership

Page 17: Vancouver Pvp

What’s working?

What’s not?

What’s next?

Descriptive Feedback

Page 18: Vancouver Pvp

School Leadership and Student Outcomes: What works? – V.Robinson

•ensuring an orderly & supportive environment

•planning, coordinating & evaluating teaching and the curriculum

•strategic resourcing•promoting & participating in teacher

learning & development•establishing goals & expectations

Page 19: Vancouver Pvp

Low Impact•ensuring an orderly & supportive environment•strategic resourcing•establishing goals & expectations

School Leadership and Student Outcomes: Identifying What Works and Why – Viviane M.J. Robinson, University of Auckland

Page 20: Vancouver Pvp

Medium Impact

•planning, coordinating & evaluating teaching and the curriculum

Page 21: Vancouver Pvp

High Impact

• promoting & participating in teacher learning & development

ACEL, #41, Oct. 07

Page 22: Vancouver Pvp

…the more leadership is focused on the core business of teaching and learning the greater its impact.

Robinson, 2007