George Washington Middle School

Assessment for Learning Cohort

2015-16

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

 

 

 

 

Math

 

 

 

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

Testing

 

Post-Test

 

You Be George

Student Interviews

 

 

 

Chapter Five

 

 

Laura Von Ah

 

 

Art

 

This rubric measured minimal student reflection. It

 

did not share what the students thought or learned.

 

This was assessment of learning, not assessment for

 

learning. 

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 

Weak

 

       Strong 

 

 

 

 

 

Chapter Six

 

 

 

 

Hallie Amos

 

 

 

Language ARts

 

 

 

 

 

 

Chapter Seven

 

 

Amanda Johnson

and

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

 

 

 

Orchestra

Rubric Used before AFL

Rubric Used After AFL

You Be George

 

 

 

Chapter Ten

 

 

Lauren Lieurance

 

 

 

Science

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

 

 

 

 

Math

 

 

 

 

 

 

 

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.

Assessment