Anne Davis - Critical part of learning is assessment ( hand out can be downloaded).
What does it look like when it comes to student, adults and schools.
Student Learning Outcomes - examples of what quality learning looks like. SC, LI and co-construction. Allow children to make mental connections - each age group has a different amount of time for focus. (15 mins)
*Broken Ankle (ER - Assessment & Family Doctor - Assessment For Learning)
Assessment for learning is very similar to when you get a diagnosis from two different doctors for the same sport injury.
The first Doctor 1 you see examines your ankle he/she looks at it , takes an x-ray to check for any breaks and treats you for injury. He/She puts a BAND-AID on the injury and sends you home to carry on with life and the hope that this injury will never occur again
Doctor 2 who is the same building examines your ankles and asks questions about the injury and how it happened. He/She like the Doctor 1 checks the x-ray to ensure there are not breaks and then continues to give you further information to help with the recovery of your ankle. He/She then continues to provide you with some exercises ( strategies/exercise) to help you solve any problems on your own. He/She also gives you an action plan to help rehab your ankle so that if this same situation happened again you would have the strategies to deal with it.
Research: Has shown that specific descriptive feedback/ feed forward is vital for learners to achieve.
Some schools use highlighters and each colour has a specific meaning for each school
E.g: Tinkle Pink (Pink)
Grow ( Green)
It's not about working harder, it's just about working differently.
Self monitor to success...
Books: Leading the Way
Making The Classroom Assessment Work (Crooks, 1997)
The power of feedback.
Refocus (Sarah - feedback)
Samples for Adults : Student/ Teacher/Learning
What do I need to do:
*Examples (online and examples)
Children need to know the destination and how to get there, when the teacher is away.
Setting goals - learning outcomes and next step for your learning
Examples of each rankings
Children went through how the examples would be scored (Exemplar)
Discussion about what made it a 3/9 breaking down the aspects/qualities/ components
*Self/Peer/ Teacher Assessment
Co-constructing SC - 3 good things about writing
Teaching children not to judgemental
What is the DESTINATION???????
Learning Intentions, Criteria and Rubrics
Anne Davis (www.annedavis.com)
Focusing on LI, SC and rubrics
LI/ Destination/ Outcomes/ Expectations/ Goals - THE END!
Beginning With The End In Mind :
Evidence of Learning
Student Talk - Build Language of criteria
Boxes children can keep their learning in.
Things that go wrong:
Teacher language is not understood by students
Samples are not available to show
Samples of not available to show possible steps toward quality ( use pieces that everyone can use)
When your gut feels YUCK its your belief that is being challenged!
A rubric can define how it can go WRONG!
Some rubric use vague language often they telling students how they have messed up and what to do next (negative rather than the positives) Needs to tell the students what to do more of or differently. Evaluation rather than Assessment For Learning!
Change the numbers to a symbols!
Rubrics what they need to do - a little of it , a lot of it,
Make sure the language tells you what they need to do more differently.
Post Its - that show sample of that work
Brain storm lists
Some wait till they know what makes a good list.
Sort and list ideas
Post and use a T-Chart - No statement of quality so it implies an action.
Research pulling it all together and find the way it represents they way they learnt.
What do you want me to notice in the project you working on.
Co-construct around what is not working! eg. management
This criteria has been constructed by children and for the children.
As part of our classroom please notice that... (sharing feedback/works)
Compliments - emails, post it notes,
Don’t use RUBRICS that identifies what they are doing wrong rather than what they need to :
Attempting to do
What they have not attended to