1. 1 WebCast # 2 November 21, 2007

2. 2 Learning Intentions I can understand and can explain to others the concepts of Assessment for Learning I can identify and give specific examples of the six big Assessment for Learning strategies I can determine a next step

3. 3 Assessment OF Learning Purpose:reporting out, summative assessment, measuring learning Audience:parents and public Timing:end Form:letter grades, rank order, percentage scores

4. 4 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

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

6. 6 Krista Ediger and Joanne Panas Richmond SD# 38

7. 7 Enduring Understanding Students will engage with and respond to poetry and ideas, and interact with others around those ideas orally and in writing

8. 8 Small Group Discussions Discuss rubric Fishbowl Poetry circles Self-assess Teacher observation and feedback (Written analytical response)

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10. 10 Advise to the Young Read the poem “Advise to the Young” by Miriam Waddington Jot notes on the poem Discuss in groups of 4 or 5 how students might indicate understanding Discuss poem in groups of 4 or 5

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14. 14 The Six Big AFL Strategies 1. Intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership How does this process address the Six Big AFL Strategies?

15. 15 Tracey Sullivan Richmond SD# 38

16. 16 Learning Intentions I can choose a relevant issue on which to build a social commentary I can create and present a digital social commentary with a partner

17. 17 “Sound-Off!” Literacy and Technology Mobile Lab Project PROPOSAL Student Names: Digital Story Topic: What is the purpose of your digital story? Who would be the intended audience? Where would you take the pictures?

18. 18 PROPOSAL Does your group have access to digital cameras (other then the school cameras)? Do you plan to use any video clips? Do you have access to a video camera? Do you know how to use this technology?

19. 19 PROPOSAL Provide a brief outline of the intended digital story (use point form): What would be the intended length of the final video? Other information:

20. 20 2 Rubrics 1. Process: Use of time Teamwork Metacognitions Feedback Storyboards Editing

21. 21 Did not seek feedback whatsoever Sought feedback when absolutely necessary and may or may not have used Sought and utilized some feedback from others Regularly sought and utilized feedback from others Feedback

22. 22 2 Rubrics 2. Product Soundtrack Message and Audience Images Narration Text

23. 23 IMAGES Visuals detract from story. No relevance observable. Internet images dominate the story Visuals don’t necessarily match the message. Has relied on internet images to create story Visuals contribute to the message. Images have some relevance and provide some impact. Has mostly used own pictures but has relied on Internet images to a degree Visuals promote message. Images are relevant to story- line and provide impact. Uses own pictures with Internet images merely rounding out

24. 24 Conferences Self assessments Peer assessments Reflective write

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26. 26 The Six Big AFL Strategies 1. Intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership How does this process address the Six Big AFL Strategies?

27. 27 Standard Reading Assessment – Grade 6 Common passage Oral reading sample and complement Common response prompt

28. 28 Standard Reading Assessment – Grade 6 Read “Hot Air to Spare” Using your ideas, images and feelings, show me that you understand

29. 29 A Teaching Plan Code Highlight words and phrases Look for class and small group patterns Plan, using the Performance Standards Share your plan

30. 30 A Learning Plan Choose 3 to 4 samples Examine with your students Create a list of ‘what works’ Practice response with ‘what works’ in mind

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35. 35 What works….. Review the last two examples Reflect on ‘what works’ Chart your thinking

36. 36 The Six Big AFL Strategies 1. Intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership How does this process address the Six Big AFL Strategies?

37. 37 The Context: Grade 3 Writing Demonstration in Campbell River Learning Intention: I can write and describe a small event from my morning

38. 38 Choose a topic Write in front of the students Students describe ‘what works’ in your writing Students choose a ‘morning’ topic Grade 3 Writing Demonstration

39. 39 Students write Students self-assess Students meet with peers to share and provide feedback Grade 3 Writing Demonstration

40. 40 All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned left, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?” Notices

41. 41 Mystery Opening Detailed Sounds like you (Voice) Notices… Criteria

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45. 45 The Six Big AFL Strategies 1. Intentions 2. Criteria 3. Descriptive feedback 4. Questions 5. Self and peer assessment 6. Ownership How does this process address the Six Big AFL Strategies?

46. 46 Committing to Action Between now and January 16 With a learning partner, complete your personal action plan to apply a new assessment FOR learning strategy

47. 47 AFL WebCasting—See you next time January 16, 20083:30 – 6:00 February 13, 20088:45 – 12:00 April 16, 20083:30 – 6:00 May 7, 20083:30 – 6:00