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Assessment for Learning Logistics

Looking into classroom examples of assessment as and for learning.
by

Brooke Moore

on 15 April 2016

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Transcript of Assessment for Learning Logistics

Jacob Morrill
dy/dan
I assess mid-week. Then I assess the same concepts plus one or two more the next. If you’re using a grading program, this process is extremely simple. The first time you assess a new concept you add a new entry in your grade program, say, “15. Distance Formula.” Set the total possible points to 4. Make that question a B-level problem. Then, the next week, make the question an A-level problem. Set the total points to 5. The student who got the first problem but not the second now has a 4/5 and a B- 80% for the concept, which is about as accurate as I seem to be able to get for a grading scheme.
http://algebra.mrmeyer.com/
What we know for sure ...
Owning the Learning
Owning the Learning
Clear Intentions / Criteria
70 - 80 % increase in the speed of learning
teacher quality is the SINGLE most important variable in ed system
70 - 80 % increase in the speed of learning
Chem and Bio Concept Logs by Michelle Wood
@bmooreintheloop
bmoore@sd45.bc.ca
My students are pretty good at the feedback. I think working with the rubric for all assignments and having them state their strengths in the words of the rubric help. I do find some students in my class do struggle with this, but at the beginning of the year, they were just saying "it is good" and have now moved to "I like your detail about..."which I think is a great leap. I do ensure my students feedback is grounded in their work, so if they were to say "I like your details" they would need to specifically state what details they liked.

I have found the circle-swap-circle strategy a great one for this age and basically anything with highlighters. My class also loved the strategy of using their work and giving them the rubrics I assessed their work on, and they had to figure out which rubric went with which writing. Surprisingly, they all got it right :)
Committee members developed a process intended to open dialogue between parent, child and teacher. The conferences celebrate strengths, talk about learning needs, and set future goals. The report is filled out in a more consultative process. The committee members say it has an obvious effect on young learners.
http://www.mapleridgenews.com/news/202620741.html
Full transcript