Vsb an intro to afl.nov.2010

Assessment for Learning,
An Introduction
Vancouver School District
November 26th, 2010
Faye Brownlie
www.slideshare.net

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

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
How can I adapt this to my context?

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

Learning Intentions
Joni
Tsui
and
Alissa
Sarte,
Port
Moody
Secondary

Teacher
and
Department
Head

•  At
the
beginning
of
each
class
we
write
the

learning
intenGons
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.

•  Have
students
write
the
learning
intenGons

down
in
a
journal.

•  During
class,
we
refer
to
the
intenGons
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.

•  Student
feedback:

– They
like
to
know
why
we
are
doing
certain

acGviGes

– They
look
back
at
the
learning
intenGons

when
doing
review.

– If
I
forget
to
write
them
down,
they
tell
me

right
away!

It
has
become
the
starGng

paUern
for
my
classes.

•  What
we
found:

–  Students
had
a
focus
for
the
lessons.

They
would

oWen
interrupt
me
to
say
“so
that’s
the
second

learning
intenGon,
right?”

–  They
didn’t
quesGon
“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
clariﬁcaGon
or

coming
in
for
help.

Students
became
beUer
at
the

metacogniGon
of
understanding
whether
or
not
they

had
learned
things.

Coloured Cubes, Coloured Highlighters

Aliisa and Joni
•  During
lecture,
lab
or
assignment

•  3
coloured
cubes:

– Red
–
don’t
get
it

– Yellow
–
bit
confused

– Green
–
making
sense

– Used
with
AP
Biology
12,
science
10,
Biology
11

•  Highlight
your
notes
with
the
3
colours
–
helps

you
ﬁnd
what
you
need
to
focus
on

•  Code
your
own
quizzes
with
coloured
pencils,

before
handing
in

•  Consider
your
errors
–
how
many
were

careless?

The Six Big AFL Strategies
1.  Learning intentions
2.  Criteria
3.  Descriptive feedback
4.  Questions
5.  Self and peer assessment
6.  Ownership

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

Sea Otter Pup - Victoria Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.

It
is
a
forest
of
kelp.

At
the
boUom
of
the

kelp
forest,
Mother
sea
oUer
searches
for

food.

High
above,
her
pup
is
waiGng.

He
is

wrapped
in
a
piece
of
kelp
so
he
can’t

driW
away
while
Mother
is
down

below.

He
bobs,
ﬂoaGng
on
his
back
in
the

cold
waves,
holding
his
front
paws
and

hind
ﬂippers
above
the
water
to
keep

them
dry.

Secret of the Dance -
Andrea Spalding and Alfred Scow,
Illustrations - Darlene Gait
Orca Publishing, 2006
#9 781551 433967

Questioning – Joni Tsui
•  IntroducGon
to
earthquakes
in
geology
12.

•  Students
have
all
seen
earthquakes
in

previous
classes
(some
more
than
others).

•  We
completed
the
acGvity
and
I
made
sure

every
student
in
class
wondered
at
least
one

thing.

Gr. 8 Science
“The Digestive System”
Paul Paling, Prince Rupert
Learning
Inten+on:

Demonstrate
where
in
the
body

digesGon
occurs
and
what
happens

to
the
food

Connecting/processing Strategy: What’s In,
What’s Out?
(Reading 44, adapted by PPaling)
•  stomach

squeezing

•  abdomen

hungry

•  saliva

ulcer

•  bolus

tongue

•  gastric
juices

mucus

•  pepsin

carbohydrates

•  muscles

mechanical

Exit Slips
•  Day
1

Choose
1
part
of
the
digesGve
system

and
describe
what
happens
to
food
there.

•  Day
2

Write
the
2
most
important
things

learned
today.

•  Day
4

3-‐2-‐1
for
digesGon.

Lori Zawada & Faye Brownlie
Grade 2/3
Tait Elementary
Richmond
Learning Intentions
Questioning
Descriptive Feedback
Ownership

Learning Intention:
•  I
can
examine
a
picture
and
infer
what
is

happening

•  I
can
provide
‘because’
reasoning
(evidence)

for
my
inference

•  Peter’s
Poofect
Pet
-‐
Tina
Powell

•  www.bigfatpen.com

AFL

•  Learning
intenGons

•  Criteria
–
co-‐created

•  DescripGve
feedback

•  Peer
assessment,
then
self
assessment

•  Ownership

Cinquain Poems
•  Show
a
poem
to
the
students
and
have
them
see
if

they
can
ﬁnd
the
paUern
–
5
lines
with
2,4,6,8,2

syllables

•  Create
a
cinquain
poem
together

•  NoGce
literacy
elements
used

•  Brainstorm
for
a
list
of
potenGal
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

Garnet’s 4/5s Literary Elements
•  Simile

•  Rhyme

•  AlliteraGon

•  Assonance

Sun
Run

Jog
together

Heaving
panGng
pushing

The
cumbersome
mass
moves
along

10
K

Vicky

Shy
and
happy

The
only
child
at
home

Always
have
a
smile
on
her
face

my

cheerful

Candy

Choclate
bars

Tastes
like
a
gummy
drop

Lickrish
hard
like
gummys

Eat

Thomas

Vampires

Quenching
the
thirst

These
bloodthirsty
demons

Eyes
shine,
like
a
thousand
stars

Midnight

Hannah

Majic

LafaGng

Wacing
throw
wals
ﬂiing
in
air

Macking
enment
objec

Drec
dans.

Henry

AFL – K Writing
Leanne Commons & Jeri Jakovac, Tait Elem.

•  Resource:

What’s
Next
for
This
Beginning
Writer?

–  Reid,
Schwartz,
Peterson

•  Criteria

•  DescripGve
feedback

•  Ownership

Questioning
•  Math

•  Closed
vs
open

•  1
+
4
=

•  2
+
3
=

•  4
+
1
=

•  0
+
5
=

How can you show your
number for our number
book?

Questioning
•  Who
is
answering
your
quesGons?

•  Who
is
asking
the
quesGons?

Math Centres – gr. 1/2
Michelle Hikada, Tait
•  4
groups

•  1
with
Michelle,
working
on
graphing
(direct

teaching,
new
material)

•  1
making
paUerns
with
diﬀerent
materials

(pracGce)

•  1
making
paUerns
with
sGckers
(pracGce)

•  1
graphing
in
partners
(pracGce)

•  With
your
partner,
choose
a
bucket
of

materials
and
make
a
bar
graph.

•  Ask
(and
answer)
at
least
3
quesGons
about

your
graph.

•  Make
another
graph
with
a
diﬀerent
material.

Math - Grade 12
Rob
Sidley

Summative turned Formative
QuesGon
1

QuesGon
2

Individual

response

Individual

response

Group

response

Group

response

•  Teacher
models
powerful
response

•  Student
reﬂects/self-‐assesses/makes
a
goal
or

a
plan

A
math
sequence

•  AcGvate
background
knowledge

•  Demonstrate/model
new
concept

•  PracGce
in
partners

•  ‘Could
you
do
these
quesGons
with
80%

accuracy
and
conﬁdence?’

•  If
‘yes’,
begin
independent
pracGce.

•  If
‘no’,
come
to
this
table
for
more
teaching.

Goal: Learning Intentions, self assessment

Kate Giffin, Queen Alexandra, gr. 4/5
Learning

Inten+on

Quiz
Mastery
Prac+ce
on

my
own

Assistance

please!

Where
I
get

stuck…

I
can
create

equivalent

fracGons.

I
can

reduce
a

fracGon
to

its
lowest

terms.

Reading and Thinking with Different
Texts
•  Making
Inferences

•  Asking
quesGons

•  Using
evidence
to
support
your
thinking

•  Learning
IntenGons:

-‐I
can
use
world
currency
informaGon
to

explain
what
this
means
to
average
people.

-‐I
can
interpret
this
informaGon,
providing

reasoning
for
my
interpretaGons

A Comparison of World Currencies –
what does it mean to the average
citizen?
•  CiGes
being
compared:

–  Athens,
Frankfurt,
Manila,
Shanghai,
Toronto

•  Number
of
minutes
to
work
to
buy
a
Big
Mac:

-‐12,
15,
30,
30,
88

•  Number
of
hours
to
work
to
buy
an
8gb
iPod

-‐10.5,
13.5,
24.5,
56.5,
128.5

•  Annual
average
hours
worked:

-‐1704,
1827,
1868,
1946,
2032

•  Cost
of
living
(relaGve
to
NYC)

-‐28.7%,
48.9%,
54.6%,
63%,
70.6%

ar+cles.moneycentral.msn.com/SmartSpending/
ConsumerAc+onGuide/burgernomics-‐whats-‐a-‐big-‐
mac-‐worth.aspx

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

It’s All about Thinking – Collaborating to support all learners (in Math and
Science)
–
Brownlie,
Fullerton
&Schnellert

Portage
and
Main
Press,
in
press.

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

Pembroke
Pub.,
2009

Vsb an intro to afl.nov.2010

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