A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013

1. New Trends in Assessment
2nd Manitoba Adolescent Literacy Summit
Taking Action
Faye
Brownlie
April
26th,
2013
www.slideshare.net

3. Effect Size – What makes a difference?
John Hattie in Visible Learning (> .4 effect size)
• Student
self-­‐assessment/self-­‐grading
• Response
to
intervenCon
• Teacher
credibility
• Providing
formaCve
assessments
• Classroom
discussion
• Teacher
clarity
• Feedback
• Reciprocal
teaching
• Teacher-­‐student
relaConships
fostered
• Spaced
vs.
mass
pracCce

5. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecCve
than
wriUen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

6. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriCng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripCon
– ImaginaCon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

7. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wriCng?
• Build
on
one
another’s
thinking
• View
4
pictures

11. • Eagle
Dreams
-­‐
Wri6en
by
Sheryl
McFarlane
;
Illustra>ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

12. • Task:
a
piece
of
wriCng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unCl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriCng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriCng

13. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoCon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

14. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Afer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

15. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Cme
to
eat
a
dinner
say
mother
say
…

16. • Kids
can
add/edit/conCnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenCfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Afer
repeated
pracCce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conCnuous,
personal,
Cmely,
focused

17. 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
in
It’s
All
about
Thinking
(English,
Social
Studies
&
Humani<es)
2010

18. Essential Questions
 What
stories
do
these
data
or
this
chart,
graph,
or
map
tell?
Whose
stories
are
they?
 What
data
are
the
most
revealing
and
representaCve
of
the
quality
of
life?
Catriona
Misfeldt,
MacNeil
Secondary

19. 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
affecCng
life
• Exit
slip
–
definiCon
of
a
good
life

20. Emma
“I
hate
you.
You’re
such
an
idiot!”
The
back
door
slammed
loudly.
Emma
opened
her
eyes
quickly
and
pulled
up
her
sof
comforter.
Her
heart
was
beaCng
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
boUom
of
the
stairs.

21. 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
ofen
seemed
angry
now.
Emma
remembered
happier
Cmes
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

22. 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
sCck
wall
of
his
family’s
home.
The
sCcks
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
Cny
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

23. Lit 12: practice without penalty
Naryn Searcy, Penticton
• 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)

24. 1.
Read
aloud
and
pracCce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
ofen
do
not
work
out
3.
Microcosm
&
universal
truths

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

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

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

28. 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
bra6le!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
pa6le!

31. Reduced Poem
Poor
liUle
mouse
petrified
Don’t
run
away
quickly!
Humans
break
nature’s
contract
–
theme
1
No
trust
well
deserved
You
don’t
request
much
Have
too
much
myself
Oh
your
house
gone!
December
approaches
uncomfortably
close
Security
beneath
the
chill
Soon
destroyed
with
cut
Home
lost
high
price
Not
alone
in
lesson:
Best
plans
ofen
fail
–
theme
2
Mouse
lucky
because
humans
Regret
past/fear
future

32. Mouse Dance Notes
1. Mouse
(MaU)
gathering
materials
for
winter,
builds
house
(Boyd)
2. Mouse
is
shivering
–
symbolizing
winter
3. Famer
&
his
equipment
(Ethan
&
Corey)
destroy
mouse’s
house
–
represents
theme
that
man
breaks
nature’s
fickle
bond
4. Farmer
feels
bad,
tries
to
apologize
to
mouse
(nature)
5. Mouse
won’t
accept
forgiveness
–
nothing
lef
to
build
a
house
6. Mouse
comes
back
and
shoots
the
farmer
7. Mouse
has
heart
aUack
–
represents
the
theme
that
plans
ofen
backfire
–
best
laid
plans
of
mouse
and
men
don’t
work!

33. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
Collabora>ng
to
support
all
learners
in
Math
&
Science,
2011
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
Collabora>ng
to
support
all
learners
in
English
&
Humani>es,
2009
• Brownlie,
Feniak,
Schnellert
-­‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie,
Jeroski
–
Reading
and
Responding,
grades
4-­‐6,
2nd
ediCon,
Nelson,
2006
• Brownlie
-­‐
Grand
Conversa>ons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-­‐
Instruc>on
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004
• Brownlie,
King
-­‐
Learning
in
Safe
Schools
–
Crea>ng
classrooms
where
all
students
belong,
2nd
ed,
Pembroke
Publishers,
2011