1. Assessment for Learning
@
Reading for the Love of It
Feb. 11 & 12, 2010
Faye Brownlie
fayebrownlie@shaw.ca

2. www.slideshare.net
• Downloads
(2nd
line)
• faye
brownlie
(type
in
name
and
press
‘search’)
• Click
on
=tle
you
want
• You
may
be
asked
to
sign
up
for
a
free
membership
which
will
allow
you
to
download
the
presenta=on

3. Learning Intentions
 I can understand and explain to others the
concept of assessment for learning (AFL) and
assessment of learning.
 I can identify six big AFL practices and describe
classroom examples.
 I can determine a next step.

4. Assessment FOR Learning
Purpose: inform learning
Audience: teacher and student
Form: descriptive feedback
Timing: on-going, throughout
the learning

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

6. Descriptive Feedback
• What’s working?
• What’s not?
• What’s next?

7. Model
Guided practice
Independent practice
Independent
application
Pearson
&
Gallagher
(1983)

8. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

9. How can I help my students
develop more depth in their
responses? They are writing
with no voice when I ask them
to imagine themselves as a
demi-god in the novel.

10. Students need:
• to ‘be’ a character
• support in ‘becoming’ that
character
• to use specific detail and precise
vocabulary to support their
interpretation
• choice
• practice
• to develop models of ‘what works’
• a chance to revise their work

11. The Plan
• Review scene from novel
• Review criteria for powerful
journey response
• Brainstorm who you could be in
this scene
• 4 minute write, using ‘I’
• Writers’ mumble
• Stand if you can share…
• What can you change/add/revise?
• Share your writing with a partner

12. Criteria
• Write in role – use ‘I’
• Use specific names
• Phrases/words that show feeling
• Particularly descriptive details of the event
• Powerful first line
• What will you change after listening to
others?

18. Questioning

19. Learning Intentions
•I can pose questions based on an image
•I can integrate information about an
image, based on my own questions and
those of others

23. Secret of the Dance -
Andrea Spalding and Alfred Scow,
Illustrations - Darlene Gait
Orca Publishing, 2006
#9 781551 433967

24. Sequence:
Humanities 6/7

25. Learning Intention
• To examine and understand children’s
rights in different parts of the world

26. United Nations Rights of the Child
1. Education
2. Family
3. Food and shelter
4. Health
5. Name and nationality
6. Non-discrimination
7. Own culture
8. Protection from harm
9. Rest and play
10. Share opinions

27. Middle School En/SS Project
Mon. - Model assignment with picture book. Build
criteria.
Tues. - Read independently, begin assignment.
Wed. - Read, descriptive feedback.
Thurs. - Return assignments. Teach mini- lesson.
Fri. - Hand in assignment for evaluation.
Student
Diversity,
2006

28. Criteria
• At least 3 examples of denied children’s rights
• Specific evidence from the story that
demonstrates how the right is denied
• Information presented in a clear, organized,
and interesting way

29. How you will earn your mark
• Rights and evidence: 3 denied rights with
detailed, supporting evidence from the story
(10 marks)
• Presentation: categorized presentation of
information (3 marks)
• Conventions: few errors and these do not
interfere with meaning (2 marks)
**Drafts ready for feedback on Wed!

30. My
Name
Is
Seepeetza
The
Right
to
Her
Own
Culture
It
was
in
the
law
that
the
Indians
couldn’t
prac=ce
their
own
religion.
The
nuns
taught
them
in
school
and
made
them
prac=ce
the
Catholic
religion.
The
Indian
children
had
to
learn
English;
some
of
them
even
forgot
how
tp
speak
their
na=ve
language.
The
nuns
also
had
them
change
their
Indian
names
to
Catholic
names.
-­‐Clint

31. Good-­‐Bye
Vietnam
Share
Opinions
-­‐when
the
Government
broke
down
the
temple,
and
they
didn’t
even
ask
the
neigbors
will
they
like
it
or
not.
-­‐when
Mai’s
family
was
on
the
sampan
the
others
said
now
we
can
say
what
ever
we
want
because
we
are
on
the
sea
and
no
one
can
hear
us.
-­‐Jian

32. Grand Conversations, Thoughtful Responses - a unique approach to literature
circles -­‐
Faye
Brownlie
Portage
and
Main
Press,
2004
Student Diversity, 2nd ed -­‐
Brownlie,
Feniak
and
Schnellert
Pembroke
Publishers,
2005
It’s All about Thinking – Collaborating to support all learners (in English, Social
Studies and Humanities)
–
Brownlie
and
Schnellert
Portage
and
Main
Press,
2009
Pulling Together – Integrating inquiry, assessment, and instruction in today’s
English classroom
–
Schnellert,
Datoo,
Ediger,
Panas
Pembroke
Pub.,
2009
If
the
World
Were
a
Village
–
Smith,
2002