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Literacy and Assessment for Learning-a brief overview of literacy and the difference between assessment of learning and assessment for learning - and what the latter looks like in the classroom/school/district
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Vancouver Principals and Vice-Principals May 13th, 2009 Faye Brownlie
Engagement &
Meaning Making
Literacy is about more than reading or writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language, and culture.
Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of ‘literacy as freedom.’
UNESCO, Statement for the UN Literacy Decade, 2003-2012
Model
Guided practice
Independent practice
Independent application
Pearson & Gallagher (1983)
GRADUAL RELEASE MODEL
Assessment OF Learning
Purpose: reporting out, summative assessment, measuring learning
Audience: parents and public
Timing: end
Form: letter grades, rank order, percentage scores
Assessment FOR Learning
Purpose: guide instruction, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descriptive feedback
Assessment FOR Learning
Purpose: guide instruction and learning
•The Grand Event
•Ongoing in the Class
Descriptive scoring Coding in teams Class/grade profile of strengths and areas of
need Action plans developed - what’s next? Individual students identified for further
assessment
What do I need to teach?
(with the goal in mind)
Literacy teacher pulled 40/70 students who were identified at risk in fall assessment
1:1 assessment, performance based Read text orally Looked for patterns
Encouraged kids to mark the text Predicting from title, picture, caption – average
of 4 seconds Comprehension – analyzed 3 samples, students
ranked by performance standard rubric Inference – adding your thinking, not
summarizing - practiced
1
From Assessment to Instruction
Brownlie, Feniak, Schnellert, 2006
2
4
3
Assess (against criteria)
Set a Goal (target)
Plan/Teach (with the goal in mind)
Reassess
The Six Big AFL Strategies
1. Intentions
2. Criteria
3. Descriptive feedback
4. Questions
5. Self and peer assessment
6. Ownership
What’s working?
What’s not?
What’s next?
Descriptive Feedback
•ensuring an orderly & supportive environment •planning, coordinating & evaluating teaching
and the curriculum •strategic resourcing •promoting & participating in teacher learning &
development •establishing goals & expectations
•ensuring an orderly & supportive environment •strategic resourcing •establishing goals & expectations
School Leadership and Student Outcomes: Identifying What Works and Why – Viviane M.J. Robinson, University of Auckland
•planning, coordinating & evaluating teaching and the curriculum
• promoting & participating in teacher learning & development
ACEL, #41, Oct. 07
…the more leadership is focused on the core business of teaching and learning the greater its impact.
Robinson, 2007
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