On National Teacher Day, meet the 2024-25 Kenan Fellows
Pd continuum plan goodspiritmodule2 - catch-up module
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.
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.
Notas do Editor
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.
