Transcript Assessment for Learning Presentation

Formative Assessment/
Assessment for Learning
A4L
A4L
Knowing where you are
 Knowing where you need to get to
 Knowing how to close the gap
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Students are given the knowledge and
tools to become self regulatory learners
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Self-assessment: “I have understood the
difference between mean and median and
know when each should be used”
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Peer-assessment: Two stars and a wish
White & Frederiksen
12 classes of 30 students 7th grade learning
physics
 Control group discussed the work, the
experimental group engaged in peer and
self assessment
 The exptal group out-performed the
control gp on 3 measures
 The low achievers scored the same as the
high achievers – scoring higher than AP
physics students
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Diagnostic Feedback
18 6th grade classes, half gave scores on
maths homework, half gave diagnostic
comments (Elawar & Corno)
 The students receiving comments learned
twice as fast as the control group, the
achievement gap between male and female
students disappeared, and student
attitudes improved.
 3 groups – grades, feedback, grades and
feedback. (Butler)
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A4L Strategies
Self and peer assessment – bring students
“into the guild”, what meets the criteria?
 Diagnostic comments instead of grades
 Students design assessment questions
 Traffic lighting as ongoing feedback – on
work, as lesson progresses, for grouping…
 Questioning - needs to focus on student
ideas, needs long wait time.
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To read:
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Paul Black, Christine Harrison, Clare Lee,
Bethan Marshall, and Dylan Wiliam,
Assessment for Learning: Putting It into
Practice (Buckingham, U.K.: Open
University Press, 2003).
Growth Mindset Task Framework
Open: Multiple solution strategies, Multiple entry
points, Multiple ways to “see” the problem,
Multiple ways to show learning
 Involves a mathematical concept(s) and a
practice(s)
 Every team member can contribute
 Task focuses on learning: opportunities to learn
something rather than demonstrate what you know
 Clear learning goals and opportunities for feedback.
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Task Framework
Task as
written
Task as
planned
Task as
enacted
1 ÷ 2/3
Cathy Humphreys, 7th graders
 Mathematics as sense-making
 Task, teacher affect, calling on students, dealing
with wrong answers
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The “Didactic contract” (Guy Brousseau)
Reflecting on Claude Steele’s talk
How is having the brown eyed kids sit in the
back of the room different to being placed in
the low track group?
 What cognitive diminishment is likely?
 How can we counter this when teaching low
track groups? Eg Changing the conditions of
life – “a huge political effort” / Critical mass/
drawing from diversity/ “the simple
relationship”, the power of teachers
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Tasks
Pile Pattern
 Where’s the 10
 Beans in bowls
 Matching Representations
 Number Talks
 1 ÷ 2/3
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