A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.

1. Forma&ve
Assessment-­‐
making
the
greatest
difference
in
improving
learning
Kwantlen
Park
Secondary
Surrey
Sept.
26,
2011
Faye
Brownlie

2. Learning Intentions
 I can understand and explain to others the
differences bet ween assessment for learning
(AFL) and assessment of learning.
 I can not only identify six big AFL practises. but
also describe and increase my classroom examples.
 I can determine a next step.

3. Assessment OF Learning
Purpose: to measure, to sort
Audience: those outside the class
Form: marks, rank orders, #
Timing: at the end, summative

4. Assessment FOR Learning
Purpose: inform learning
Audience: teacher and student
Form: descriptive feedback
Timing: on-going, throughout
the learning

5. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s&ll
for
them.”
-­‐
S&ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques&ons
to
show
evidence
of
learning

6. 4.
Descrip+ve
Feedback
Timely,
relevant
descrip&ve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

7. Essential Lesson Components
• Essen&al
ques&on/learning
inten&on/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• Differen&a&on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

8. Learning Intentions
Joni
Tsui
and
Alissa
Sarte,
Port
Moody
Secondary
Teacher
and
Department
Head

9. • At
the
beginning
of
each
class
we
write
the
learning
inten&ons
for
the
day
on
the
board
– e.g.
By
the
end
of
class
today
you
will
be
able
to:
1.
Define
the
term
ionic
compound.
2.
Determine
the
chemical
formulae
for
ionic
compounds.
3.
Name
ionic
compounds.

10. • Have
students
write
the
learning
inten&ons
down
in
a
journal.
• During
class,
we
refer
to
the
inten&ons
as
we
progress
through
the
lesson
and
point
out
when
we
have
hit
each
outcome.
• Refer
to
them
again
at
the
end
of
class
and
occasionally
stop
and
do
a
quick
check
for
understanding.

11. • Student
feedback:
– They
like
to
know
why
we
are
doing
certain
ac&vi&es
– They
look
back
at
the
learning
inten&ons
when
doing
review.
– If
I
forget
to
write
them
down,
they
tell
me
right
away!
It
has
become
the
star&ng
pa^ern
for
my
classes.

12. • What
we
found:
– Students
had
a
focus
for
the
lessons.
They
would
o_en
interrupt
me
to
say
“so
that’s
the
second
learning
inten&on,
right?”
– They
didn’t
ques&on
“why
are
we
doing
this?”
because
I
told
them
right
from
the
start.
– When
we
reminded
the
kids
at
the
end
of
class
that
these
were
the
things
that
they
should
now
know,
we
had
an
increase
in
students
asking
for
clarifica&on
or
coming
in
for
help.
Students
became
be^er
at
the
metacogni&on
of
understanding
whether
or
not
they
had
learned
things.

13. Questioning through Pictures

14. • I
used
this
ac&vity
as
an
introduc&on
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
ac&vity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
Let’s
try
it….

15. Earthquakes
• You
may
ask
ques&ons
out
loud.
• You
may
NOT
ANSWER
any
ques&ons.
EVEN
IF
YOU
KNOW
THE
ANSWER!!!!
• All
ques&ons
should
start
with
“I
wonder”…

19. Example
2
Nerves
–
Biology
12

23. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
ques&on
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informa&on.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
ques&ons
that
they
asked
were
o_en
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.

24. Math - Grade 12
Rob
Sidley
Richmond

25. Summative turned Formative
Ques&on
1
Ques&on
2
Individual
Individual
response
response
Group
Group
response
response

26. • Teacher
models
powerful
response
• Student
reflects/self-­‐assesses/makes
a
goal
or
a
plan

27. How can I help my students see
geography as an opportunity to
problem solve, to address the
impact of geographical features
on people’s lives…? Catriona
Misfeldt, It’s All about Thinking

28. Essential Questions
 W hat stories do these data or
this chart, graph, or map tell?
Whose stories are they?
 W hat data are the most
revealing and representative of
the quality of life?
Catriona Misfeldt, It’s All about
Thinking

29. The Plan:
• Co-create criteria for measuring
quality of human life
• Model how to underline phrases that
might affect the quality of a life
• Students read and underline phrases
from 2 different case studies
• Students record + and – factors
affecting life
• Exit slip – definition of a good life

30. Emma
“I
hate
you.
You’re
such
an
idiot!”
The
back
door
slammed
loudly.
Emma
opened
her
eyes
quickly
and
pulled
up
her
so_
comforter.
Her
heart
was
bea&ng
fast,
and
she
had
a
knot
in
her
stomach.
It
was
her
older
sister
who
had
yelled
and
slammed
the
door.
“Lazy
head,
out
of
bed!”
her
father
shouted
from
the
bo^om
of
the
stairs.

31. Heavy
footsteps
moved
quickly
though
the
house
and
then
the
front
door
opened
and
slammed
shut.
The
car
started
and
with
a
screech
pulled
away.
Dad
must
be
late
for
work.
He
o_en
seemed
angry
now.
Emma
remembered
happier
&mes
when
he
helped
her
with
her
homework
and
they
would
go
to
basketball
games
together.
She
wondered
if
it
would
every
be
like
that
again.
Caring
for
Young
People’s
Rights
–
Roland
Case

32. Jose
Turning
over
on
the
woven
sleeping
mat,
Jose
bumped
into
his
younger
brother.
He
could
see
the
early
morning
light
through
the
cracks
in
the
s&ck
wall
of
his
family’s
home.
The
s&cks
broke
easily
but
were
a
type
of
wood
that
the
termites
wouldn’t
eat.
Jose
could
hear
his
mother
feeding
the
chickens
in
the
yard
outside.
Gently
raising
the
thin
bed
sheet
that
kept
the
bugs
off
at
night,
Jose
sat
up
and
climbed
over
Salvador
and
his
&ny
sister
Rosita.
Careful
not
to
wake
them,
he
replaced
the
sheet
and
stepped
on
to
the
dirt
floor.
Caring
for
Young
People’s
Rights
–
Roland
Case

33. Lit
12:
prac&ce
without
penalty
Naryn
Searcy,
Pen&cton
• as
described
in
Learning
in
Safe
Schools
–
Brownlie
&
King,
2011
• Goal:
learn
how
to
represent
your
understanding
of
a
poem
in
a
different
ways
• Poet:
Robert
Burns
– Auld
Lang
Syne
(read
aloud)
– To
a
Mouse
(teams)

34. 1.
Read
aloud
and
prac&ce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
o_en
do
not
work
out
3.
Microcosm
&
universal
truths

35. Assignment
1. Mouse
Dance
–
all
8
stanzas
(2-­‐4
students)
2. Comic
(1-­‐2
students)
3. Reduced
poetry
(1-­‐2
students)

36. Criteria
• Demonstrate
understanding
of
the
meaning
of
all
8
stanzas
of
the
poem
• Recognize
and
demonstrate
the
2
themes

37. Feedback
• What
worked?
• What’s
missing?
• What’s
next?

38. Robert
Burns
(1759-­‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
+m'rous
beas+e,
Oh,
what
a
panic's
in
thy
breas+e!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braRle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paRle!

39. Resources
• Grand
Conversa<ons,
Though?ul
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
• Assessment
&
Instruc<on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press