George Washington Middle School

Assessment for Learning Cohort


Hallie Amos, 6th Grade Language Arts

Stacy Ellis, 6th Grade Special Education
Elizabeth Graham, 6th Grade Language Arts
Katie Hannan, 7th Grade Language Arts
Amanda Johnson, 8th Grade Mathemathics
Danny Kirst, 7th Grade Mathematics

Contributing Authors


Kate Lange, 7th Grade Language Arts
Lauren Lieurance, 8th Grade Science
Kenzie McCormick, 8th Grade Special Education
Michelle Mentz, Orchestra
Laura Von Ah, Art

Chelsey Zenner, 6th Grade Mathematics



Chapter One



Katie Hannan




Language Arts

My AFL Journey

Zebra Test - Before AFL

Zebra Revised - After AFL

One Day Test - Before AFL

One Day Test Revised

Unit One Assessment After AFL

Unit One Assessment After AFL


Unit One Test Revised After AFL




Chapter Two




Kate Lange




Language Arts

My AFL Journey

Feedback before AFL

Feedback before AFL

Descriptive Feedback after AFL 

Descriptive Feedback after AFL




 Chapter Three





Chelsey Zenner









Where I was...


Before AFL, I would give students a


review before the test.  We would correct


it in class and then test.  After the test, I


would provide them with a percent.  They


would look at the percent and move on.


Where I am now...


During AFL, I wanted to hold students more accountable


for reflecting on the review.  A lot of times students think


the most important thing is the answer.  I wanted them to


focus on the learning target and the process.  The "You Be


George" allowed them to see what specific learning


targets they need to work on before the test.  I also gave


them additional practice problems and pages to look at for


help, so they could review the concepts they didn't get.  If


done correctly, the reflection helps them focus on the


targets they need help on and as a result they would


perform better on the test.


You Be George Examples

Student Monitoring Progress

Student Monitoring Progress 


Where I am going next....



I am trying to implement blended learning design in my classroom.  I


have tried a few lessons where students work at their own pace and


reflect on a note sheet. This way they can look back on their lesson


notes and study them before a test or quiz.  They also have sound


examples to look at if needed.  At the end of the lesson, I had them rate


their learning,  "Do you feel like you get the, kind of get this, or need


help?"  This gave me a quick look at who and what I needed to focus


on before the next lesson and what skills they may need more help on.  


 I also plan on continuing the "You Be George" reflections.




Chapter Four




Stacy Ellis




Special Education


Coaching Conference

Administering Pre-Test

Pre-Test Results





You Be George

Student Interviews




Chapter Five



Laura Von Ah





This rubric measured minimal student reflection. It


did not share what the students thought or learned.


This was assessment of learning, not assessment for



Original Rubric

Weak                                           Strong

Examples of Work




Revised Rubric


This is a common rubric that is used from year to year and class to class.  The kids recognized it and know how to use it.  It measures requirements, creativity, connecting and presenting.

Examples of Work

Weak                                                Strong


Revised Rubric

Examples of Work 









Chapter Six





Hallie Amos




Language ARts







Chapter Seven



Amanda Johnson


Kenzie McCormick



(Math and Special Education)




Where we started....


Previous to Assessment for Learning, we passed back tests and told the kids to check what mistakes they had.  The students looked at their score, and did no reflection over their learning.  We went through all the porblems on the test to make sure the students understood, but in reality, they had already done the test and either understood or were frustrated that they did not understand.





Where we wanted to go....


We realized that students were not reflecting over their


learning.  We had to come up with a way to get students to know if


they were prepared for assessments in


advancewell as reflect over how they did after the assessment.  


Assessment for Learning introduced "You Be George" and


we decided to give it a try!


 Where we are now.....


We are now more aware of the steps to take to get the


students to reflect on their learning.  We found the "You


Be George" was successful.  After discussing the


process of the "You Be George" with the students, many


of the students implied that they also found the "You Be


George" to be helpful.

You Be George



Chapter Eight



Elizabeth Graham




Language Arts

Background Information

Introducing Quote Notes

Coaching Conversation

Digging Deeper with Quotes

Assessment for Learning 

Where I am at now......

Sample of Quote Notes




Chapter Nine



Michelle Mentz





Rubric Used before AFL

Rubric Used After AFL

You Be George




Chapter Ten



Lauren Lieurance





Where we started....



At the beginning of the year our class focused heavily on building a


safe space to create opportunities for students to provide feedback


to the teacher to drive their learning.  I provided random


opportunities at the end of a chapter or unit for students to give me


feedback to improve the experience or student outcomes for the


activities we did.

Focusing on Feedback

Where we wanted to go....


Gradually this morphed into student reflecting verbally (whole group)


and in writing (discussion reflection boards) on how an activity


should be best implemented to help drive their learning deeper.  


Students also started reflecting on their summative assessments and


providing feedback to the teacher to create high oreder assessment


questions and provide differentiation in summative assessment style.


 This resulted in students picking a summative assessment that would


showcase their learning the best.  Student feedback strated to happen


seamlessly and more frequently, throughout a chapter not just at the


end of a chapter or unit.

Implementing Student Feedback

Where we are now....

Students quickly realized their feedback and thoughtful reflection 


regarding their learning matters and will be implemented in class.  


Students now ask for weekly check-ins to talk about what they are 


learning and ways to deepen their thinking.  Students look forward


to seeing their feedback reflected in the activities we do in class


  and summative assessments.

One on One assessment




chapter Twelve



Danny Kirst













Where I was.....



I would review with my class before


assessments with practice problems or doing


a Kahoot.






My Pre-Algebra class had two


chapeter assessments in a row


where the students scored lower than


they usually do.  They felt like some


questions on the test were not focused


on enough in class.




How AFL Helped....




I learned that student reflection and



descriptive feedback are great tools to 



enhance student learning.


For the next chapter, for review, the


student took a risk-free practice test


followed by a "You Be George" and self


reflection of the learning targets.

You Be George


I was able to meet with the students


individually to give them descriptive


feedback on the practice quiz.


The score on the assessment from that chapter jumped to a


92% average compared to an 80% average on the previous


two assessments.