Teaching Assessment for Learning
Series for PD Leaders and Assessment Facilitators
FORMAT
- Eight interactive Web-Conference sessions (2 hours each)
Begins September 2008
INTENDED AUDIENCE
PD leaders and facilitators who help classroom teachers and others understand and apply assessment for learning practices. These include …
- Assessment Facilitators (those responsible for helping their peers learn about assessment for learning)
- Professional Development leaders
- Lead Learners – Principals & Vice-Principals
- Assessment Consultants
- District Assessment Coordinators
- District Curriculum support people
PRICE PER PERSON
$1,199
(Pricing in Canadian funds for clients in Canada and Internationally. Pricing in US funds for clients in USA. Taxes extra where applicable.)
OVERVIEW
What does it take to help others successfully use assessment for learning methods and principles? What tools and approaches are lead learners using with adult learners, and how are these working? What does the latest research say? What is happening in other schools and districts? What are the latest developments in the field?
Anne Davies has developed effective approaches, based on the principles of assessment for learning, for providing quality learning experiences to professionals. In this Web-Conference series, Anne will coach PD leaders on ways to engage teachers and leaders in their learning in the area of assessment.
The sessions will cover theory as well as practice, give you perspective on your work, connect you with a circle of peers who can support you, and fill you with new ideas and energy.
Join this conference for responses to these key questions …
- What does every teacher need to know? How can you demonstrate assessment principles as you go about teaching assessment practices to your colleagues?
- What are the key research studies you need to know about?
- How can you engage your colleagues in constructing new knowledge over time – that feeds into, and strengthens, classroom learning?
- What are the best strategies to deal effectively with concerns about evaluation and feedback? Teachers want to know, "What does that mean for the report card? What does that mean for my grading practices?" How will you help your colleagues transform their evaluation and grading practices so they are more standards-based?
- How can a teacher engage students in co-constructing criteria and building rubrics? What kind of role can samples or exemplars play in your work?
- How can professional development leaders deepen conversations around co-constructing criteria and using exemplars and samples? How can teachers improve the quality and sources of student feedback?
- What are some of the best ways for students to collect evidence of learning, and how can adult learners do the same to keep themselves engaged and motivated?
- How can a teacher help students with goal setting and student-parent / student-parent-teacher conferences?
- How can facilitators help teachers find ways to make time available for assessment for learning?
- What are some practical strategies that facilitators can use to organize their professional learning offerings; how do you develop that plan over time so that it makes a difference for every teacher, no matter what their context?
"Anne Davies' web-conference for facilitators is very timely with our district's current AFL goals. In each session, the participants have had an opportunity to talk about our personal connections to the discussions. Hearing what others are experiencing, in addition to the advice Anne has offered, has allowed me to consolidate my thinking which has given me more confidence when working with our own district teams. Our district also has lead learners in Anne's leaders' web-conference. As a result of our sessions, our meetings and discussions have been more productive than ever because we are now all on the same page."
Deanna Steptoe – Professional Development Coordinator, Lakeland RCSSD No. 150, AB
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