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Seven Strategies of Assessment for Learning

June 17 New to Coaching: Aligning our Assessment Support
by

paulette alcox

on 23 June 2014

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Transcript of 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
Foundation
The Seven Fundamental Principles of Assessment and Evaluation
This is challenging
This is going well
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
Content:
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
Language:
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.
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 characteristics would the student learning community have before this could work?
Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for improving student learning and is fundamental to building a culture of learning within the classroom.
-Growing Success, 2010, p.34
Choose a model and consider how you might use is as a tool with a teacher colleague.
Chapter 3 is especially strong
Check through chart for areas you want to strengthen

My answer to "What does a DSBN Instructional Coach do?"
meaningful enough to leave the listener with a clarified understanding of your role
creative enough to reflect the fascinating person you are
Criteria for an effective elevator speech:
concise enough to be said in an elevator ride from the main floor to the tenth floor
The charts on pages 30 and 31 have been particularly helpful for speaking with teachers about the triangulation of assessment, particularly of assessment of inquiry-based learning.
The table of contents is well set up for you to read the areas in which you especially need to deepen your own understanding.
Read the section on Inquiry based instruction for sure.
The teacher stories provide excellent examples of entry level approaches in teaching through inquiry at a variety of grade levels.
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