1. Assessment for Learning
and Differentiation
Monday, Oct.26th, 2009
Concordia International School
Shanghai (gr.5-8)
Faye Brownlie
Vancouver, Canada
2. Learning Intentions
I can understand and can explain
to others the concepts of Assessment
for Learning (AFL)
I can identify and give specific
examples of the six big AFL
strategies
I can explain a structure to
differentiate instruction.
I have a plan to implement a
strategy which is new to me.
I can determine a next step
3. Universal Design for Learning
Multiple means:
-to tap into background knowledge,
to activate prior knowledge, to
increase engagement and
motivation
-to acquire the information and
knowledge to process new ideas
and information
-to express what they know.
Rose & Meyer, 2002
7. (key concepts/enduring understandings):
‘Big ideas’ Students will understand that…
(important skills or processes):
Student outcomes
Students will be able to…
Stage
Connecting Purpose: Engage/Activate prior knowledge/
Predict content/Focus on a purpose:
Processing Purpose: Construct meaning/Monitor
understanding/ Process ideas
Transforming &
Personalizing
Purpose: Process ideas/Apply knowledge/
Reflect on thinking and learning
Assessment:
1. 2. 3. 4.
9. Black
&
Wiliam,
1998
• Review
of
250
arHcles
• Improving
formaHve
assessment
raises
standards
• “Few
iniHaHves
in
educaHon
have
had
such
a
strong
body
of
evidence
to
support
a
claim
to
raise
standards.”
10. Assessment OF Learning
Purpose: reporting out,
summative assessment,
measuring learning
Audience: parents and public
Timing: end
Form: letter grades,
rank order, percentage scores
11. Assessment FOR Learning
Purpose: guide instruction,
improve learning
Audience: teacher and student
Timing: at the beginning, day
by day, minute by minute
Form: descriptive feedback
15. Computer
Exploratory
Gr.6
Holly
Colquhoun,
Summerland
Middle
School
Criteria/Skill
Keyboarding I can recognize and use
the home keys correctly.
I can type without looking
down at my hands.
I can keyboard at least 15
words a minute.
Computer I can create a new folder
Skills and name it.
18. Gr.
8
Science
“The
DigesHve
System”
Paul
Paling,
Prince
Rupert
Learning
Inten+on:
Demonstrate
where
in
the
body
digesHon
occurs
and
what
happens
to
the
food
22. Exit
Slips
• Day
1
Choose
1
part
of
the
digesHve
system
and
describe
what
happens
to
food
there.
• Day
2
Write
the
2
most
important
things
learned
today.
• Day
4
3-‐2-‐1
for
digesHon.
24. Feedback:
Taking
ownership
Student
highlight
what
they
are
most
proud
of
in
their
wriHng
or
what
they
want
you
to
noHce
25.
26.
27.
28. Feedback:
Going
Deeper
Work
toward
criteria
Explain
how
you
have
met
the
criteria
Partner
explains
how
you
have
met
the
criteria
Co-‐construct
a
goal
for
next
Hme
29.
30. Feedback:
Different
PerspecHves
Work
toward
the
criteria
Meet
in
groups
of
3
to
share
your
work
and
borrow
ideas
Record
the
ideas
from
your
partners
36. Assessment FOR Learning
Performance 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
37. • Connec&ons:
How
does
what
you
read
connect
with
what
you
already
knew?
• Summarizing:
Choose
a
way
to
show
the
main
ideas
and
details
in
what
you
read.
• Inferencing:
Read
between
the
lines
to
find
something
that
you
believe
to
be
true,
but
that
isn’t
actually
said.
Explain
your
reasoning.
• Vocabulary:
Here
are
3
challenging
words
from
the
text.
Explain
what
you
think
they
mean.
• Reflec&ng:
Was
this
easy
or
hard
to
understand?
How
did
you
help
your
self
understand?
(SD,
p.23)
38.
39.
40. From Assessment to Instruction
1 Assess
(against criteria)
2 Set a Goal
(target)
3 Plan/Teach
(with the goal in mind)
4 Reassess
43. 15-‐3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004
