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Introduction to Seven Strategies of Assessment for Learning

After school SC and DF group, March 2014

paulette alcox

on 19 March 2014

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Transcript of Introduction to Seven Strategies of Assessment for Learning

Design lessons to focus on one learning target or aspect of a quality.
Seven Strategies of Assessment for Learning
Assessment as partnership
Provide students with a clear and understandable vision of the learning target.
Learning Goals
Descriptive Teacher Feedback
What is the most effective assessment you have used?
When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning outcomes.
Teachers become more effective, students become actively engaged, and they both become intentional learners.
Unit Goal:
Over the next 4-6 weeks
Based on a cluster of specific expectations, overall expectations, process expectations, possibly cross-curricular
Measured by ongoing formative assessment, and ultimately by culminating tasks- summative
Typically, a big idea focus or a unit goal
Two types of learning goals
Daily/ Lesson focus Goal:
aka “WALT” What are we learning today?
Based on a scaffolded step of the unit goal
Measured through formative assessment
(exit card/ observation/ conversation/ student product)
Success Criteria
Clearly identifies what is to be learned
Linked to the curriculum document (I.e., overall and specific expectations, the achievement chart, process skills)
Connected to a meaningful big idea
Can be scaffolded into steps
Criteria and Requirements for an
Effective Learning Goal
Clear, concise
Student friendly, grade appropriate
Verbs describe specific, observable actions
Stated from a student perspective
Success criteria describe in specific terms what successful attainment of the learning goals looks like…
Teachers can ensure that students understand the success criteria by using clear language that is meaningful to the students and by directly involving them in identifying, clarifying, and applying those criteria in learning.
-Growing Success (2010), p. 33
The purpose of providing feedback is to reduce the gap between a student’s current level of knowledge and skills and the learning goals.

Descriptive feedback helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve.
Growing Success, 2010, p. 34
Providing feedback can be a labor-intensive proposition. If we put all that time in we want to make sure (1)we're doing it right, and (2)students will use it. In other words, we want to maximize the chances that student achievement will improve as a result.

Jan Chappuis, 2009, p. 56
Students can hit any target they can see and that holds still for them! ( Stiggins, pg. 129)
Use examples and models of strong and weak work.
Co-creating Success Criteria
The Good, the Bad and...
Uncover the criteria using good examples and bad examples
Example #1
Example #2
Example #3
Example #4
Tap into the existing knowledge
Uncover the criteria by discussing what they already know or what they have learned at the end of an experience.
Use an existing rubric/ checklist
Students re-phrase the criteria in their own words or ask clarifying questions.
Teach student focused revision.
Engage students in self-reflection and let them keep track of, and share their learning.
What is the purpose of descriptive feedback?
Do your students know that?
Where am I going?
Where am I now?
How can I close the gap?

With a partner, write on the paper slips different strategies teachers use in assessing student growth and achievement.
Where am I going?
Where am I now?
Jigsaw the article. After reading your portion, please share with the group:
a 12-word summary of the characteristic;
what scenario came to mind as you read about this?
How can I close the gap?
Think like a youtube creator.
Peer Assessment
Where am I now?
Critique the Piece:
How well does the peer feedback provided for Austin meet the 5 characteristics of effective feedback?
What might a teacher do to build this type of learning community?
What would characteristics would the student learning community have before this could work?
What made it effective?
Full transcript