Assessment, Instruction and Learning in Secondary Schools

1. Assessment, Instruction and Learning in Secondary Schools Stepping Back to Move Forward George Clulow Langley School District Theresa Rogers University of British Columbia

2. Assessment, Instruction and Learning in Secondary Schools Purposes (#1) of the two sessions: • Reflect on our assessment practices • Start a conversation about the connections among assessment, instruction and learning in our classrooms • Consider our purposes for assessment across the spectrum: OF, FOR and AS learning

3. Assessment, Instruction and Learning in Secondary Schools Purposes (#2) of the two sessions: • Explore ways to modify our assessment focuses FOR student learning • Use the assessments we have to inform instruction (get more value from them), and to support student learning • Learn to use moment-to-moment or day-to-day assessment techniques to make instructional decisions

4. Assessment, Instruction and Learning in Secondary Schools Purposes (#3) of the two sessions: • Keep our students in mind, and involve them in the assessment conversation • Consider the value of both informal and formal, formative and summative assessments as sources of information FOR student learning

5. Think/Pair/Share • Why do we assess our students? What needs and what purposes do we fulfil in the assessment process? • Which type of assessment do you anticipate has the greatest effect on student learning, summative or formative?

6. Thank you to students from: North Delta Secondary School

7. Think/Pair/Share • Use a “T” chart to make a list of all the types of assessment you use as a classroom teacher (left side of “T”) and the purpose or the use you make of the results of those assessments (right side of “T”). • Discuss with a colleague and share to whole group.

8. In your groups discuss the following: • What do you predict students will say about their experience with assessment? • Why do you think that?

9. Please respond to the following questions: • What surprises were there in the comments you heard? • What did you have confirmed for you? • Are there implications for your assessment practices from what the students said?

10. Thank you to teachers from: Walnut Grove Secondary, Langley • Nick Despotakis • Bernadete Dos Santos • Graham Gale • Mike Ward

11. Watch the next video clips of teachers talking about an assessment process in which they are involved. • Develop questions that you would ask those teachers if they were here in the audience to answer them.

13. Examine data set #1 (previous slide) • What can you tell from this graph? • Is this assessment FOR learning? • What’s missing here if we want to use the information FOR learning?

14. Data set #2 From our work coding the student papers we identified the following instructional foci: • Making accurate, detailed notes using logical categories or headings (Including separating main ideas and supporting details) • Using text features to preview, locate and understand information.

15. From data set #2 we chose the following approaches: • To address these two issues in the short term, we considered the following from Teaching Reading in Science to apply before our next session: Semantic Mapping; DR/TA; Graphic Organiser; Group Summarising. • Next session we will focus on Text Structure.