PUT TITLE
HERE
Student
Success
Student Success
2011Summer
Summer Program
2011
Program
Differentiated Instruction and
NAME OFAssessment
YOUR MODULE
HERE
1
Group Profile
Knowing the Learner
In order to create a group profile, please use
sticky dots/markers to indicate on the chart
paper:
1.
2.
3.
4.
Grade(s) you teach
Subject(s) you teach
Years of classroom experience with DI
Knowledge of assessment for, as, and of
learning
2
Differentiated Instruction Professional
Learning Strategy, 2011
2
Provincial Context: Core Priorities
High Levels of Student
Achievement
Reducing the Gaps in Student
Achievement
Increased Public Confidence in
Our Publicly Funded Schools
3
School Effectiveness Framework
4
The Professional Learning Cycle
5
5
Student Success Grades 7-12 Strategy
PROGRAMS
 Specialist High Skills Major
 Dual Credits
 Expanded Cooperative Education
 Ontario Skills Passport
 Board Specific Programs
LEADERSHIP DEVELOPMENT
• Student Success Leaders
• Student Success Teachers
• Student Success School and Cross
Panel Teams
EFFECTIVE INSTRUCTION
 Differentiated Instruction
 Math GAINS
 Literacy GAINS
 Professional Learning Cycle
 Student Voice
 School Effectiveness Framework
INTERVENTIONS
 Credit Rescue / Recovery
 Transitions Supports/Taking Stock
 Children and Youth in Care
 Re-engagement 12 12+Strategy
 Supervised Alternative Learning
6
 School Support Initiative
Pyramid of
Preventions
and
Interventions
Re-entry to
School
Program Change
In-School Interventions
(e.g. )
In-Class Interventions
(e.g. )
7
In-School & In-Class Preventions
(e.g. )
Agenda
Minds On
• Session Purpose, Context and Learning Goals
• Knowing the Learner – Group and Table Profiles
• Assessment for, as and of Learning
Action
•
•
•
•
•
•
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
• Seeing DI and Assessment in Action
• Learning Goal Check and Exit Card
8
Session Learning Goals
We are learning to:
• Develop a common understanding of the language of
assessment
• Identify what effective implementation of AfL and
AaL looks like in the classroom
• Develop effective student friendly learning goals and
quality success criteria
• Develop differentiated tasks that align with learning
goals and success criteria
9
Session Handouts
Powerpoint Presentation Slide Summary
Handout 1: Table Profile
Handout 2: Session Placemat
Handout 3: Assessment
Handout 4: Guided Viewing – Foundation of AfL
Handout 5: Concept Attainment – Learning Goals
Handout 6: Guided Viewing – Five Strategies
10
Table Profile
Create a profile of your table group
that includes:
• The subject(s) you teach
• The grades you teach
• A summer highlight
• Learner Preference
(auditory,visual or kinesthetic)
•Years of teaching experience
Add your learning style information
to the Group Profile on the wall.
11
11
Profiles
• Present one or two highlights from your Table
Profile to the whole group
• Share some experiences about the use
student or class profiles
12
Connections Slide
Session Learning Goals
Assessment for Learning Model
DI Framework for Teaching and Learning
Planning With the End in Mind Diagram
Sources of Evidence
Assessment for Learning definition
Assessment as Learning definition
Assessment of Learning definition
5 Strategies of Assessment for Learning
13
Assessment ‘for’, ‘as’ and ‘of’ Learning
Terms such as diagnostic, formative and
summative have been supplanted with the
phrases assessment for learning, assessment as
learning and assessment of learning.
Growing Success, 2010, p.30
Discuss why this might be happening.
14
Session Placemat
15
Minds On – Placemat Activity 1
Think Pair Square
Individually:
• read each of the statements listed under Activity 1
on your Placemat (Side A)
• decide whether each statement represents an AfL,
AaL, or AofL practice
In Pairs, then Fours
• Compare your responses with your partner. Where
are they the same? Where are they different?
16
Placemat Activity 1 - Debrief
• Which statements were difficult to
categorize?
• What were the criteria you used to make your
decisions?
• What is it that determines whether an
assessment is for as or of learning?
17
Common Understanding
What are:
• Assessment for learning
• Assessment as Learning
• Assessment of Learning
18
Differentiated Consolidation
Assessment ‘for’, ‘as’ and ‘of’ Learning
1. Select one of the following options to consolidate your
understanding of Assessment ‘for’, ‘as’ and ‘of’ Learning:
•
•
•
•
View Dr. Lorna Earl Video
Read Handout 3 - Assessment
Read pp. 28-31 Growing Success
Read pp 15-17 2010 DI Educator’s Guide
2. Join with others who have selected the same option.
3. After viewing or reading, discuss with your group and create
a statement that summarizes your key learning.
4. Share with other groups.
19
Dr. Lorna Earl on Assessment
http://www.edugains.ca/reso
urcesAER/PrintandOtherReso
urces/EarlVideo/index.html?
movieID=1
20
Agenda
Minds On
• Session Purpose, Context and Learning Goals
• Knowing the Learner – Group and Table Profiles
• Assessment for, as and of Learning -Think Pair Square
Action
•
•
•
•
•
•
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
• Seeing DI and Assessment in Action
• Learning Goal Check and Exit Card
21
Assessment Centres- DI Connection
1. Select the centre of interest to you:
- Assessment for learning
- Assessment as learning
- Assessment of learning
2. At the Centre:
a) Complete Placemat Activity 2 as a group
(Use Growing Success, page 31 as a reference)
b) Prepare to present your work to the whole group
22
PLACEMAT Activity 2
Assessment
For Learning
Assessment As Assessment Of
Learning
Learning
Who is the
active partner?
What is the
information
used for?
How does the
information
contribute to
differentiated
instruction &
assessment?
23
Assessment (See Growing Success p. 31
For Learning
As Learning
Of Learning
By teachers
•to determine what to do
next instructionally
(strategies, differentiation)
By student
•to determine what to do
next in learning (e.g.,
strategy, focus)
By teachers
•to determine student’s
level of achievement of
overall expectations at a
given point in time
•To provide descriptive
feedback to students (what
they are doing well, what
needs improvement and
how to improve)
•To provide descriptive
feedback to peers and self
(peer and self assessment)
•to become reflective, selfmonitoring learner
•As evidence to support
professional judgment
•To provide information
about where students are
in relation to learning goals
(i.e., readiness) to inform
differentiated instruction
•To guide (student) choice
of options for learning and
demonstrating learning
(e.g., interests, learning
preferences, readiness)
•To provide information
about student achievement
and their level of readiness
for next steps (as well as 24
their interests and learning
preferences)
•Assessments can vary in
structure (conversations,
observations, products)
and can be differentiated.
Video:
Foundation of Assessment for Learning
How are teachers supporting
students in monitoring and
directing their own learning?
Use the Video Viewing Guide
handout to take notes as you
watch the video.
•What do you see?
•What do you think about
that?
•What does it make you
wonder?
25
Video: Foundation of Assessment
for Learning.
Hattie and Timperley (2007 )
describe three questions that guide
learning for students:
• Where am I going?
• How am I going?
• Where to next?
26
Assessment for Learning
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
Gathering Information
About Student’s Understanding
Engineering effective conversations,
questions, and learning tasks
Learning Goals
27
Video:
Foundation of Assessment for Learning
DISCUSSION
1. How are teachers
empowering students to
monitor and direct their own
learning?
2.Video prompts:
• What do you see?
• What do you think about
that?
• What does it make you
wonder?
28
Growing Success Cross Check
Table Groups
1.Each table member or pair selects one Growing Success
section to read:
–
–
–
–
An Assessment Framework – (p. 32, Growing Success)
Developing Learning Goals and Identifying Success Criteria – (p. 33,
Growing Success)
Eliciting Information and Providing Descriptive Feedback (p. 34,
Growing Success)
Developing Student Self-Assessment and Peer-Assessment Skills and
Developing Individual Goal Setting – (p. 35, Growing Success)
2.Note any additional ideas in the last column of the Viewing
Guide.
3.Share with the Table Group.
29
DI Connection
•
•
How does identifying, sharing, and clarifying
learning goals and success criteria lead to the
development of respectful differentiated tasks?
How do learning goals and success criteria help
teachers differentiate :
–
–
–
an entry point for learning?
the way students learn?
the way students demonstrate their learning?
30
Video: Developing Learning Goals
Before Viewing
• As a table group, complete the Concept Attainment
Activity for Effective Learning Goals
During Viewing
• Add to the ‘success criteria’ for effective learning
goals - the 3rd column
After Viewing
• Consolidate the criteria for effective learning goals
31
Before Viewing
As a table group,
• discuss and complete the
Concept Attainment
activity for effective
learning goals
HANDOUT 5
32
During Viewing
Video: Developing Learning Goals
What are the ‘criteria’ for
writing effective learning
goals?
(Note in 3rd column)
HANDOUT 5
33
After Viewing
Video: Developing Learning Goals
Table Groups
• share the ‘criteria’
added in column 3
during the video.
• Consolidate and refine
responses
HANDOUT 5
34
Developing Learning Goals
Applying the Criteria
In Like-Subject and/or Grade groups
Choose an overall expectation and:
• Create a learning goal from the
overall expectation
• Consider the specific expectations
support that overall expectation
and use them to develop
incremental learning goals
SEE PLACEMAT ACTIVITY 3.
• Ensure that the learning goals meet the criteria established
in the previous activity
35
36
Differentiating Assessment
Subject Pairs or Triads
1. Based on your learning goals, think
about and briefly describe a strategy
or task that provides information for:
• assessment as, for learning
SEE PLACEMAT ACTIVITY 3.
and/or
• assessment of learning.
2. Describe how this strategy/task can be differentiated based
on (a) student interests, (b) learning preferences and/or (c)
readiness
37
For example . . .
SEE PLACEMAT ACTIVITY 3.
Task - Journal Entry- assessment for learning
• Differentiated by interest – offer choice of topics
• Differentiated by learning preferences – offer a choice of
hand held recorder, conference or written format
• Differentiated by readiness – provide support such as
sentence starters or key questions to guide thinking for
some students
Differentiating Assessment
Subject Pairs or Triads
1. Share with another like or related
subject group.
2. Provide each other descriptive
feedback on the extent to which the
differentiated strategies/tasks align
with the learning goals.
3. Refine based on feedback
4. Be prepared to share with large
group
SEE PLACEMAT ACTIVITY 3.
39
Video – Success Criteria
Subject Groups
During Viewing:
1. All - track strategies that are used to establish and create Success Criteria
2. Individuals, select a question (below) to think about and respond to after
viewing. (Ensure that all questions are covered by the group.)
Focus Questions
• What are success criteria, and how are they used by teachers or students in
assessment for learning, assessment as learning, and assessment of
learning?
• Why is it so important that students be engaged in the development of
success criteria?
• How are success criteria linked to learning goals, descriptive feedback,
40
rubrics, and self-assessment?
Success Criteria
Subject Pairs or Triads
1. Develop success criteria for the
previously developed learning goals.
2. Examine each of the differentiated
strategies/tasks to see if they
provide opportunities to
demonstrate the success criteria
related to the learning goals. Refine
strategies/tasks as needed.
3. Be prepared to share your
observations with the large group.
SEE PLACEMAT ACTIVITY 3.
41
How do you know your students are learning?
1. List all the ways you know
your students are learning.
2. Which ways provide
information for assessment
as/for learning? of learning?
3. Write one way per stickynote – use three colours;
one for as learning, one for
for and one for of learning.
42
Triangulation =Valid and Reliable
Categorize each
“way”according to
its most likely
source(s).
Conversations
Post your “ways” at
the appropriate spot
on the wall chart.
Observations
Products
43
Triangulation
•Which sources of evidence
are most used?
Conversations
•Which colour of sticky is most
evident?
•What does this tell us about
our current practice?
•How do we become more
balanced?
Observations
Products
44
Sources of Evidence
Conversations
Running Record
List of Books Read
Vocabulary Checklists
Notes from Literature Circle
Observation Checklist
Processfolio
Anecdotal observation
Questioning
Presentations
Listening
Speaking
Problem Solving
Group Skills
Observations
Conferences
Notes
Journal
Blogs
Moderated Wikis
Moderated Online forums
Student feedback
Focused conversations
Portfolio Conferencing
Performance Tasks
Assignments
Test Scores
Reader Responses
Tests
Portfolios
Checklists
Videos
Journals
Projects
Graphs
Tests
Products
45
Making Connections
Sources of Evidence
Subject Pairs or Triads
1. Your previously developed
strategies/tasks provide evidence of
student learning from which source(s)
- conversations, observations and/or
products?
2. In what other ways could you use
conversations, observations and/or
products to gather information about
student progress towards the
learning goals?
SEE PLACEMAT ACTIVITY 3.
46
Sources of Evidence
Subject Pairs or Triads
Select one of these ‘ways’ - a
strategy or task (for a conversation,
an observation or a product ) to
differentiate based on student
• interests
• learning preferences/strengths, or
• readiness.
SEE PLACEMAT ACTIVITY 3.
47
How do we make it happen?
TEACHER
What are students
expected to
learn?
STUDENT
Overall and
Specific
Expectations
Learning Goals
How will students
demonstrate their
learning?
Conversations
Observations
Products
Success Criteria
Saying, Writing, Doing
How will we
design the
learning so all will
learn?
Differentiated
Instruction &
Assessment
Strategies/Tasks
Descriptive Feedback
Peer & Self- Assessment
Goal Setting
48
Reflection
Table Groups
• As a table group, reflect
on how the elements
on the previous slide
connect with Placemat
activity 3.
• Be prepared to share a
comment or question
with the full group.
“Learning without
reflecting is like eating
without digesting.”
Anne Davies
49
Agenda
Minds On
• Session Purpose, Context and Learning Goals
• Knowing the Learner – Group and Table Profiles
• Assessment for, as and of Learning -Think Pair Square
Action
•
•
•
•
•
•
Connecting DI to Assessment for, as and of Learning
Foundation of Assessment for Learning
Developing Learning Goals
Developing Differentiated Tasks
Developing Success Criteria
Using Multiple Sources of Evidence
Consolidation
• Seeing DI and Assessment in Action
• Learning Goal Check and Exit Card
50
Assessment for Learning
and as Learning
Five strategies that support student learning:
1. identifying and clarifying learning goals and success criteria;
2. engineering effective classroom discussions and other learning
tasks that elicit information about student learning;
3. providing feedback that helps learners move forward;
4. through targeted instruction and guidance, engaging students as
learning resources for one another
5. through targeted instruction and guidance, helping students
understand what it means to “own” their own learning, and
empowering them to do so - Adapted: from Black and Wiliam
(2009) as cited in Growing Success
51
Consolidation - Video
Table Groups
• Examine the Five Strategies
on Handout 6.
• Watch the video and note
connections to the Five
Strategies.
• Share within the table group;
be prepared to share with the
large group.
52
Consolidation
We are learning to:
• Develop a common understanding of the language of
assessment
• Identify what effective implementation of AfL and
AaL looks like in the classroom
• Develop effective student friendly learning goals and
quality success criteria,
• Develop differentiated tasks that align with learning
goals and success criteria
53
Reflection - Exit Card
Table Groups:
(1 large sticky note or index card per
table)
• Examine the session learning
goals and identify ‘what you
(now) know and can do’ for two
of more of the goals.
• Identify one or more areas for
further learning.
• Hand in to your facilitator.
54
Contacts
For additional information please
contact:
John.piper@ontario.ca
anne.clifton@ontario.ca
karen.greenham@ontario.ca
55
•55
Supplementary Slides
• The slides after this point are here as
reference points for the presentation and the
facilitator.
56
Assessment for Learning
The ongoing process of gathering and
interpreting evidence about student
learning for the purpose of determining
where students are in their learning,
where they need to go, and how best to
get there. (p. 144)
57
57
Assessment as Learning
The process of developing and supporting
student metacognition. Students are actively
engaged in the assessment process; that is,
they monitor their own learning, use
assessment feedback form teacher, self and
peers to determine next steps; and set
individual learning goals. (Growing Success, p.
143)
58
Assessment of Learning
The process of collecting and interpreting evidence for
the purpose of summarizing learning at a given point in
time, to make judgements about the quality of student
learning on the basis of established criteria, and to
assign a value to represent that quality. The
information gathered may be used to communicate the
student’s achievement to parents, other teachers,
students themselves, and others. It occurs at or near
the end of a learning cycle. (p. 144)
59
Assessment for Learning and
as Learning
As essential steps in assessment for learning and as learning,
teachers need to:
– plan assessment concurrently and integrate it seamlessly with instruction;
– share learning goals and success criteria with students at the outset of learning to
ensure that students and teachers have a common and shared understanding of
these goals and criteria as learning progresses;
– gather information about student learning before, during, and at or near the end of
a period of instruction, using a variety of assessment strategies and tools;
– use assessment to inform instruction, guide next steps, and help students monitor
their progress towards achieving their learning goals;
60
...cont’d
Assessment for Learning
and as Learning
• analyse and interpret evidence of learning;
• give and receive specific and timely
descriptive feedback about student learning;
• help students to develop skills of peer and
self-assessment.
61
Professional Judgement:
Determining a Grade
To determine a student’s report card grade, teachers
will consider:
• all evidence collected from a variety of sources
through observations, conversations, and student
products;
• the evidence for all the tests/exams and assignments
for evaluation that the student has completed or
submitted;
• the number of tests/exams or assignments for
evaluation that the student did not complete or
submit;
• the different weights assigned to various pieces of 62
evidence.