Good Spirit School Division5 Year

Professional Development Continuum

Module 2Using Pre-

Assessment and Formative Assessment to

Continually Assess Student Learning

• 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.

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.

Module Outcomes

Table TalkAssessment and Evaluation

What distinctions do you make between assessment and evaluation?

Pre

Before Learning

Assessment that is used to collect information about

students.

Assessment Processes

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.

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.

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.

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.

Descriptive FeedbackExamples

Courtesy of S. Muir

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.

Task #1Directions: • 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.”

Booklet ActivityThink Pair Share

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?

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

Stage Two: Assessment EvidenceSummative 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 AssessmentThrough what multiple sources of evidence will students demonstrate their understanding on a continual basis?

These help guide instruction and provide feedback to students

Pre-AssessmentsPre-assessments are used to determine what students know and their readiness level to inform instruction

Example One

Good Spirit School Division UbD Unit PlanTeacher: 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 UnitSK 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 UnderstandingsWhat do you want students to understand and be able to use

several years from now?What are the BIG Ideas

Essential QuestionsOpen-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?

Knowledge and SkillsWhat 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

STAGE ONE: IDENTIFY THE DESIRED RESULTS

Outcomes/Objectives Addressed in the UnitSK curriculum outcomes/objectives can be copied and pasted, focuses highlighted

Outcome: N7.6Demonstrate 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.

Assessment Evidence

Summative Assessments/Performance TasksAssessments 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 ExamSocrative quiz (ipad)

Formative AssessmentThrough 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 responseFour corners questions (numeracy and understanding quantity)Oral responses, manipulatives (modeling, photography)Number line demonstrations.

Pre-AssessmentsPre-assessments are used to determine what students know and their readiness level to inform instruction

Saskatchewan Common Assessments Pre-assessmentEntrance slips

STAGE ONE: IDENTIFY THE DESIRED RESULTS

Outcomes/Objectives Addressed in the UnitSK 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 UnderstandingsWhat do you want students to understand and be able to use

several years from now?What are the BIG Ideas

Essential QuestionsOpen-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?

Knowledge and SkillsWhat 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

STAGE ONE: IDENTIFY THE DESIRED RESULTS

Outcomes/Objectives Addressed in the UnitSK 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

Assessment Evidence

Summative Assessments/Performance TasksAssessments 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 P20.8P20.7P20.7 and P20.8P20.7P20.7 and P20.8

Friday Quizzes Graph ActivityGraphing Calculator activityVertex Graphing PosterFinal Unit Exam

Formative AssessmentThrough 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-AssessmentsPre-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

Module 2 ExpectationsTEACHERS:• Implement three pre-assessment or formative assessment

strategies into instruction.

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.

Revisit Module Outcomes