8. Distinct Differences Assessment FOR Assessment OF Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge
9. 6 Big AFL PRACTICES 1. Intentions 2. Criteria 6. Ownership 3. Descriptive Feedback 4. Questions 5. Self and Peer Assessment credit Black and Wiliam 9
10.
11. Stand and Retell 1. Meet with 2 or 3 people and stand in a circle 3. Others in the group listen and when the reteller is finished - they add additional ideas they recall 2. One person retells everything he/she recalls about AFL (what is it?) (why bother?)
12. # 1 . Learning Intention 9 Let students know (in a language they can understand) what they are expected to learn 12
13.
14.
15. SAMPLE FROM Grade 7 Science Kris Fujita - Chiefess School Name: Unit: Before After Destination Comments (student, teacher):
16.
17. Work with learners to develop criteria so they know what quality looks like #2. Criteria
22. 7 Increase the amount of descriptive feedback and decrease evaluative feedback #3. Feedback
23. “ evaluative feedback contains a judgement such as ‘great job!’ and is often in symbols such as a number, %, grade -- descriptive feedback is specific, timely and is like a running commentary” credit Bellanca 23
25. SAMPLE from Voices of Experience COMMENTS ONLY MARKING TASK STUDENT TWO things you have done well ONE area that needs improvement TRY this for you next step Date: Class: Use of feedback
26. SAMPLE from Formative Assessment in the Secondary Classroom COMMENTS ONLY 3 highlights show where you best met criteria 1 arrow Shows where your work needs improvement Next Step:__________________ ____________________________ ________________________________________________________
27. SAMPLES from Voices of Experience 2 Positives + + 1 Suggestion Bubble Box CRITERIA COMMENTS by teacher self peer __________________________ __________________________ __________________________ Activity _____________ Date _____________ Next Time __________________________ __________________________ __________________________ + +