BCELC Leadership Seminar Series

1. BCELC Leadership Seminar Series Caren Cameron

2. Learning Intentions: • Understand and explain the concept of assessment for learning • Summarize key research findings regarding impact of assessment on learning and motivation • Identify and explain six AFL practices and give specific examples for each one • Explore and describe ways leaders create conditions for increasing assessment literacy • Determine specific next steps

3. Inside the Black Box • 5 countries • 250 Studies • Three Questions

4. Distinct Differences Assessment FOR Assessment OF Learning Measuring Students Public/Parents Descriptive % # Symbols (A,B,etc) Daily Event

5. Assessment For Learning “..any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning” Black et al, 2002

6. 9 AFL Practice #1 Learning Intent – Let students know (in a language they can understand) what they are expected to learn.

7. AFL Practice #2 Criteria – Provide and work with learners to develop criteria so they know what quality looks like.

8. AFL Practice #3 Feedback – Increase the amount of description feedback and decrease evaluative feedback.

9. AFL Practice #4 Questions – Increase quality question to show evidence of learning.

10. AFL Practice #5 Self and Peer Assessment – Involve learners in self and peer assessment.

11. AFL Practice #6 Student Ownership – Have student communicate their own learning with others (inside and outside the classroom).

12. You can weigh a pig all you want, but it won’t help the pig put on weight. self assessment intent feedback criteria

13. Golf Analogies When it comes to assessment – think purpose, purpose, purpose. What’s the purpose of the assessment? For or Of? There isn’t a club that can both drive and putt. You need to use one or the other. You don’t learn how to golf by someone giving you a score on your technique. You learn by receiving descriptive feedback. In many schools, it’s like playing golf but no one put the flags in. As in sports, destination is key.

14. Assessment for learning quotes… • “feedback is often the spark that ignites motivation” • Marzano • “four words to improve teaching – talk less – ask more” • Smith • “when students know the destination they are more likely to arrive” • Stiggins • “Feedback is information. ‘Good job!’ is not feedback’ it’s praise. Praise isn’t information; it’s affirmation. Feedback is information you use. It’s descriptive and useful information about what you did and didn’t do in light of a goal.” • Wiggins

15. What AFL strategies do you use in your classroom?

16. Assessment FOR Learning: Practical Ideas for Secondary Teachers to Use Tomorrow

23. Practical AFL Ideas for Secondary Learners There are many practical ways that teachers are increasing Assessment FOR Learning practices across the province and around the world. Adapt ideas in ways that work for you, your students and your community. Take some time to collaborate with colleagues to create a practical AFL strategy you could use with your students tomorrow.

24. AFL Strategy To Use Tomorrow Description of AFL Strategy/Idea • What AFL Practice did your strategy/idea address? • Learning Intent 4. Questions • Criteria 5. Self and Peer Assessment • Feedback 6. Student Ownership How is this assessment for learning and how will it help students learn?

25. Self-Reflection What AFL Strategy/Idea did you try? • What AFL Practice did your strategy/idea address? • Learning Intent 4. Questions • Criteria 5. Self and Peer Assessment • Feedback 6. Student Ownership What worked well? What didn’t work well? What would you do differently/change? Did this help your students learn? Y N Would you use this strategy/idea again? Y N