Pd continuum plan goodspiritmodule2 - catch-up module
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Transcript of Pd continuum plan goodspiritmodule2 - catch-up module
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.
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.