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5 Year PD Continuum Module 2 Catch-up

- 1. Module 2 Using Pre-Assessment and Formative Assessment to Continually Assess Student Learning
- 2. • Good Spirit School Division believes in “Learning Without Limits” and “Achievement For All.” To reach this end, teachers employ responsive teaching strategies with a belief that each and every student can learn and succeed.
- 3. Module Outcomes 1. To become aware of and further develop the concept of pre and formative assessment. 2. To expand our ‘toolkits’ of pre-assessment and formative assessment strategies. 3. To link the assessment processes to the Division’s UbD Unit Plan Template.
- 4. Table Talk Assessment and Evaluation What distinctions do you make between assessment and evaluation?
- 5. Pre Before Learning Assessment Processes Assessment that is used to collect information about students. Formative During Learning To determine student learning and make changes to teaching or learning. Summative After Learning At the end of lesson or unit to determine student learning and report level of achievement.
- 6. Formative Assessment • Informs our practice • Provides information about what students already know (pre-assessment), are learning, and have learned. • What has been learned? What needs to be learned? • Relies on specific, descriptive feedback using criteria and is focussed on improvement.
- 7. Popham (2011) states, “recent reviews of more than 4,000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning … it is clear that the process works, it can produce whopping gains in students’ achievement, and it is sufficiently robust so that different teachers can use it in diverse ways, yet still get great results with their students”. Source: http://newlearningonline.com/2011/02/23/formative-assessment-best-methods/ Popham, J. (2011) Formative assessment- a process not a test. Education Week. Vol 30 (21) pg. 35.
- 8. Value of Formative Assessment • Ian Krips (SPDU): Even if you’re doing a bad job of formative assessment, it is still doing your students a world of good.
- 9. Summative Assessment • A summary of the level to which students have reached or mastered outcomes. • Evaluation • How students performed in relation to an outcome. • Considers evidence and decides whether or not students have learned what was needed and how well they have learned it. • Reported using grades, numbers, or checks.
- 10. Courtesy of S. Muir
- 11. Pre-Assessment 1. Given at the start of a lesson or unit. 2. Provides information on student knowledge/background. 3. Used to plan instruction. 4. Used to create instructional groups by readiness. 5. Should not be used as a summative grade. 6. Formal/informal strategies. 7.Whole class or individual. 8. Link to activating prior knowledge activities.
- 12. Directions: • Think about the assessment strategies you currently use with your students. • Refer to the Assessment Checklist. • Read each strategy and check off whether you “currently use,” “would like to try,” or “need to find out more.”
- 13. Take a look at your Pre-Assessment & Formative Assessment Booklets. Select 6-10 Pre-Assessment & Formative Assessment strategies. Then answer these questions in your share time. 1. Which assessments are familiar with? 2. Which assessments have worked well for you or you have liked? Why? 3. Are there any assessments that are new to you that you would try?
- 14. Characteristics of Effective Feedback Effective feedback should: • Be directly related to the clear, specific learning goals that have been shared. • Be specific, in both the positive and the critical • Be descriptive, rather than judgmental • Focus on the task, not the person • Be offered as soon as possible after the event to which it refers • Look forward to the specific next steps to improve “performance” • Encourage and plan for opportunities for the feedback to be used as soon as possible • Involve the learner wherever possible, to improve the chance of it being understood and acted upon • Rarely compare the student with other students From: Ruth Sutton Publications, used with permission Email Ruth_Sutton @compuserve.com
- 15. Stage Two: Assessment Evidence Summative Assessments/Performance Tasks Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating. Outcome/Objective Assessment Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a continual basis? These help guide instruction and provide feedback to students Pre-Assessments Pre-assessments are used to determine what students know and their readiness level to inform instruction
- 16. Example One Good Spirit School Division UbD Unit Plan Teacher: Mrs. Brown Subject: Math Grade: 7 Unit Title: Integers Context (ELA only): N/A Type of Unit (ELA only): N/A Time Frame: 4 Weeks STAGE ONE: IDENTIFY THE DESIRED RESULTS Outcomes/Objectives Addressed in the Unit SK curriculum outcomes/objectives can be copied and pasted, focuses highlighted Outcome: N7.6 Demonstrate an understanding of addition and subtraction of integers concretely, pictorially, and symbolically. Big Ideas/Enduring Understandings What do you want students to understand and be able to use several years from now? What are the BIG Ideas Essential Questions Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understandings. 1. Addition and subtraction are useful in a variety of every day activities. 2. There positive and negative numbers. 1. What role does the addition and subtraction of integers play in our daily lives? 2. What happens on the number line before 0?
- 17. STAGE ONE: IDENTIFY THE DESIRED RESULTS Outcomes/Objectives Addressed in the Unit SK curriculum outcomes/objectives can be copied and pasted, focuses highlighted Outcome: N7.6 Demonstrate an understanding of addition and subtraction of integers, concretely, pictorially, and symbolically. [C, CN, PS, R, V] Explain, using concrete materials such as integer tiles and diagrams, that the sum of opposite integers is Illustrate, using a number line, the results of adding or subtracting negative and positive integers. Add /subtract two integers using concrete materials or pictorial representations and record the process symbolically. Investigate patterns in adding and subtracting integers to generalize personal strategies for adding and subtracting integers. Solve problems involving the addition and subtraction of integers. Knowledge and Skills What key knowledge and skills will students acquire as a result of this unit? (These may be indicators from the curriculum – written in student friendly language) Knowledge (Students will know…) What key knowledge will students acquire as a result of this unit? Skills (Students will know how to …) What key skills will students acquire as a result of this unit? - Understand the concept of “negative” quantity and its relation to subtraction - What a negative sign in front of a number means - Definition of integer, addition, subtraction, negative, positive and additive inverse - Identify patterns in addition and subtraction of integers - Determine the additive inverse of a number - Model addition /subtraction of integers using manipulatives, representations, and numbers - Explain why and how a situation can be modeled using integers - Solve problems that involve positive and negative quantities
- 18. Assessment Evidence Summative Assessments/Performance Tasks Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating. Outcomes/Objectives Outcome: N7.6 Demonstrate an understanding of addition and subtraction of integers concretely, pictorially, and symbolically Summative Quiz, adding and subtracting negative numbers. “Negative Numbers” poster. Oral Exam Socrative quiz (ipad) Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a continual basis? These help guide instruction and provide feedback to students PODS, Observation at teacher table Dolphin race (Ipad) Journal response Four corners questions (numeracy and understanding quantity) Oral responses, manipulatives (modeling, photography) Number line demonstrations. Pre-Assessments Pre-assessments are used to determine what students know and their readiness level to inform instruction Saskatchewan Common Assessments Pre-assessment Entrance slips
- 19. STAGE ONE: IDENTIFY THE DESIRED RESULTS Outcomes/Objectives Addressed in the Unit SK curriculum outcomes/objectives can be copied and pasted, focuses highlighted Outcome: P20.7 [CN, PS, R, T, V] Demonstrate understanding of quadratic functions of the form y=ax²+bx+c and of their graphs, including: • Vertex • domain and range • direction of opening • axis of symmetry • x- and y-intercepts Big Ideas/Enduring Understandings What do you want students to understand and be able to use several years from now? What are the BIG Ideas Essential Questions Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understandings. 1. Functions, function notation and graphs of functions are necessary to modeling real life situations 2. Mathematics can model real life situations and be used to experiment and predict 1. How does the graph model real life situations? 2. What is the value of understanding the roots of the equation? The vertex? 3. How can I use the equation to draw conclusions about quadratic relationships in an applied context?
- 20. STAGE ONE: IDENTIFY THE DESIRED RESULTS Outcomes/Objectives Addressed in the Unit SK curriculum outcomes/objectives can be copied and pasted, focuses highlighted Outcome: P20.7 [CN, PS, R, T, V] Demonstrate understanding of quadratic functions of the form y=ax²+bx+c and of their graphs, including: • Vertex • domain and range • direction of opening • axis of symmetry • x- and y-intercepts Knowledge and Skills What key knowledge and skills will students acquire as a result of this unit? (These may be indicators from the curriculum – written in student friendly language) Knowledge (Students will know…) What key knowledge will students acquire as a result of this unit? Skills (Students will know how to …) What key skills will students acquire as a result of this unit? • I understand the roots of an equation • I understand the significance of the variables and constants in each form • I understand how an equation can be represented graphically • I know that the solution to an equation can be found by finding roots - solve a quadratic using factoring, quadratic equation, a graph or graphing calculator - graphically represent an equation in vertex form or standard form, with or without technology - manipulate a quadratic equation from general to vertex form - Apply quadratic models to real life situations - Write an equation to represent a given graph - Use quadratic equations and their graphs to model and analyze real life situations
- 21. Assessment Evidence Summative Assessments/Performance Tasks Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating. Outcomes/Objectives P20.7 and P20.8 P20.7 P20.7 and P20.8 P20.7 P20.7 and P20.8 Friday Quizzes Graph Activity Graphing Calculator activity Vertex Graphing Poster Final Unit Exam Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a continual basis? These help guide instruction and provide feedback to students Preassessment: Factoring skills round up from P20.6. Entrance slips Graph/Equation matching activity Examples in guided notes, observations Think-Pair-Share (20.7 f) , formative quiz (20.7 h), Graphing Calculator skills demo (observation, 20.7m), daily homework assignments, , exit slips (both content related and reflection related) review assignment (text) and practice test. Post-exam reflection. Pre-Assessments Pre-assessments are used to determine what students know and their readiness level to inform instruction Preassessment: Factoring skills round up from P20.6. (last unit). Entrance slips Homework/assignments
- 22. Module 2 Expectations TEACHERS: • Implement three pre-assessment or formative assessment strategies into instruction.
- 23. Revisit Module Outcomes 1. To become aware of and further develop the concept of pre and formative assessment. 2. To expand our ‘toolkits’ of pre-assessment and formative assessment strategies. 3. To link the assessment processes to the Division UbD Unit Plan Template.

- Before beginning this module, ask teachers to have access to a curriculum as time will be spent unpacking the outcomes during this module.
- of our 5 Year PD Continuum being Responsive Teaching High School PLUS for all students Quintin to bring in information from the Simplifying RtI
- There are three outcomes for Module One. Outcome One is to further develop and refine out concept of pre-assessment and formative assessment. Outcome Two is to expand out ‘toolkits’ of assessment strategies. Outcome three is to link the pre-assessment and formative assessment processes to the Division UbD Unit Plan template.
- Table Talk Think about the question to yourself for 30 seconds. Then share your thoughts with your partner. Be prepared to share your thoughts with the larger group (5 minutes).
- There are three types of assessment in a differentiated classroom. They are pre-assessment, formative assessment, and summative assessment. Pre-assessment is given to students before a lesson or unit of study to determine what students know and help teachers to plan instruction. Formative assessment is given to students throughout a lesson or unit to determine what students are learning and what they knowledge and skills they still need to learn. Information from the formative assessment can be used to plan instruction. Summative assessment is given to students at the end of a unit of study to determine what students have learned. Information from summative assessment is provided to various stakeholders (students, parents, teachers, division office, etc.). The word assessment is derived from assidere which means to sit beside.
- “assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learning outcomes” (AAC) Key points: Improving formative assessment practices raises student achievement levels Improved formative assessment practices helps low achievers more NOT used for grading purposes Rick Stigins “ Students can hit any target we hold still for them. Posted criteria Models, samples, exemplars
- In fact, as Popham (2011) states, “recent reviews of more than 4,000 research investigations show clearly that when the [formative assessment] process is well implemented in the classroom, it can essentially double the speed of student learning … it is clear that the process works, it can produce whopping gains in students’ achievement, and it is sufficiently robust so that different teachers can use it is diverse ways, yet still get great results with their students”. (from Erhlandson, C. 2013 presentation)
- “assessment experiences designed to collect information about learning to make judgements about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms.” (AAC) “refers to performance data complied as a grade” (AAC)
- Example of how formative feedback can improve student work.
- Pre-assessment is only effective if teachers respond to the data.
- Refer to the Following Documents: Six Quick and Easy Strategies to Pre-Assess Student Learning, Five Ways to Formatively Assess Students and Collect Evidence of Student Learning, 50 Pre-Assessment Strategies, etc….
- Focus on the specific and descriptive piece. Reference Susan Muir’s Diagram. Refer to Worksheet
- We are now going to focus on Stage 2 of the UbD Unit plan analyzing our summative assessments to ensure they are not formative or pre.
- This is what your unit planning sheet might look like when filled out. In this example, notice that there is just one outcome—that’s not always realistic for a unit plan because several outcomes area addressed in any one unit, but it makes it simpler as an example. Notice that the Big Ideas and Essential Questions are NOT THE SAME as the specific learning intentions—they’re more conceptual and the questions are broad enough that they can have a multiple answers. You may consider leaving the “essential questions” posted in your room for the duration of the unit, and revisiting them in conversation and journal entries. Some people find they focus instruction
- Indicators are summarized here A close examination of the verbs in the indicators helps identify them as a knowledge or skill. The document “understanding outcomes” is helpful!
- All assessments need to be tied directly to outcomes or objectives unpacked in the unit. Consider Natalie Riegier’s booklets, also Keeley and Tobey, 75 Formative Assessments for Math Reminder that the Saskatchewan Common Math Assessments can be accessed through the GSSD Know Problems sight.
- Here’s a high school math example. Notice that when we move to the more academically specialized courses in high school, the Big Ideas and Essential Questions become more academic in focus. The key here is to create statements that are still broad, universal in scope and meaningful for the students and at the same time make it relevant within the context of the student’s world experience. Another example comes from my own Grade 11 experience. In ELA class we learned the Scottish Play and the teacher really reinforced again and again the central theme “Power corrupts, absolute power corrupts absolutely” Why is this important? Consider people like Libyan Khaddafi, Syrian president al-Assad or even, some would argue, George W Bush or OJ Simpson. Closer to home, consider Peter Pocklington or Conrad Black—this idea of Power Corrupts is a universal idea that seems to be part of our human condition and which hasn’t changed since Elizabethan times. Perhaps this concept could be further extended to current topics such as bullying in schools or body-checking in hockey.
- May recall from last module that this unit contained 2 outcomes, which may be the reality in the unit, but I needed to fit it on the PPT!
- All assessments need to be tied directly to outcomes or objectives unpacked in the unit. Note that homework is certainly a formative assessment! …and a great example of assessment as learning! We’ve always understood that homework is part of the learning of a course at this level, but we need to explicitly teach students that it is also a way for them to self-assess. Checking on students’ ability to complete homework tasks informs our instruction. Homework is also listed as a preassessment. Math understanding is predicated on skill mastery: that is, you need to fully understand A before you can comprehend B. For this reason, math teachers formatively assess continually so they can be clear that students have the background to be able to move on Summative assessments other than traditional paper/pencil tasks are difficult to come up with in these courses. I am loving Natalie Rieger’s 50 Summative Assessment ideas! Assessments are only assessments if we respond to the data. Even though we don’t calculate these in as part of a grade, we still record them as evidence, justification for instruction, intervention and grouping decisions, talking points when communicating with students and parents. Formative assessment not only informs our practice, but is also important information for students to understand their own progress and learning. This enables students to take more ownership and responsibility for their learning, to self monitor and set learning goals for themselves.
- There are three outcomes for Module One. Outcome One is to further develop and refine out concept of pre-assessment and formative assessment. Outcome Two is to expand out ‘toolkits’ of assessment strategies. Outcome three is to link the pre-assessment and formative assessment processes to the Division UbD Unit Plan template.