Module 2: Using Pre-Assessment and Formative Assessment to Continually Assess Student Learning

1. Module 2:Using Pre-Assessment and Formative Assessment to Continually Assess Student Learning Good Spirit School Division

2. Module Outcomes • To further develop and refine our concept of pre-assessment and formative assessment. • To expand our ‘toolkits’ of pre-assessment and formative assessment strategies. • To link the assessment processes to the Division UbD Unit Plan Template.

3. Give One Get One(Activating Prior Knowledge Activity) • List five of your favourite pre-assessments and formative assessments that you use on a regular basis. • Circulate throughout the room and share one of your ideas with a colleague (Give). • After giving an idea, ask your colleague to share one of his/her ideas (Get). • Find another colleague. “Give” that colleague an assessment and “get” one in return. • Feel free to share ideas that you “get” in addition to your own list of assessments.

4. Assessment Processes • Pre-Assessment: Before a lesson or unit to determine student learning and inform instruction. • Formative Assessment: During lesson or unit to determine student learning and make changes to teaching or learning. • Summative Assessment: At the end of lesson or unit to determine student learning and report level of achievement.

5. Pre-Assessment • given at the start of a lesson or unit • provides information on student learning • use to plan instruction • use to create instructional groups by readiness • should not be marked or graded • formal/informal strategies • whole class or individual • link to activating prior knowledge activities

6. Formative Assessment • given during a unit of study • provides information on student learning • use to gather information about student progress • use to make change to current instruction practices • use to support students to make change to current learning processes • should not be marked or graded (if returned to students use descriptive feedback) • formal/informal strategies • whole class or individual • link to instructional activities

7. Assessment Strategies • Consider the following when choosing a pre-assessment or formative assessment strategy: • Type of Assessment (pre-assessment or formative) • Purpose of Assessment (gather information on student learning, use to track student progress, or inform instruction) • Target of Assessment (individual or small group) • Learning Style (visual, auditory, and/or kinesthetic)

8. Assessment Strategies

16. Three Minute Pause(Formative Assessment Strategy) • Divide into groups of 3 to 5. • Discuss information presented during assessment module. • First - summarize main points • Second - make connections to personal experiences • Third - ask questions for further understanding • Present two or three highlights from discussion to the rest of the group.

17. Module 2 Expectations TEACHERS: • Implement three pre-assessment or formative assessment into instruction. • Reflect on one strategy using the “Module Two Assessment Strategies Reflection Guide.” • Reflections to be completed and handed in to administrators by: May 31, 2014 ADMINISTRATORS: • Complete a three-minute walk-through in each teacher’s classroom when they are implementing a pre-assessment or formative assessment strategy.