The document discusses planning assessments and instruction. It emphasizes starting with clear learning goals and determining how student understanding will be measured. Formative and summative assessments are described, as are different assessment types. The document also stresses knowing students' needs and providing tiered support. Planning should involve considering what students should know, understand, and be able to do. Adjusting instruction based on assessment data is key to helping all students achieve.

1. PLANNING & ASSESSMENT
What do you want your students to
know and be able to do?
How will you know they have learned
it?
What will you do when students
struggle with the learning?
Planwith the end in
mind…Backwards design (UBD)

2. What is the Purpose ?
 Formative
Diagnostic, Pre
Assessments, quick, in-the
moment, „dipstick‟ checks for student
understanding, ongoing, purposeful, pr
ovide opportunities to improve
learning, room for
improvement, inform teacher
instruction and next steps.
 Summative

3. Types of Assessments
 Performance – students required to
demonstrate understanding and skills
by actually performing a task
(e.g., write a story, give a
speech, operate a machine)
 Authentic – kind of performance
assessment that stresses application
of understanding and skills to real
problems in „real-world‟ contextual
settings (e.g., student teaching)

4. Types of Assessments
 Alternative – non-traditional methods
(no paper/pencil tests) used to assess
 Traditional – Tests/ quizzes

5. Pre Assessments
Use Pre Assessments to find out what
your students already know.
Use Pre Assessments to find out the
misconceptions of students.
Use data from Pre Assessments to
plan for the next steps in learning.

6. Pre Assessment: Placemat
Activity…

7. Pre Assessment: Journal
Writing…

8. Pre Assessments…
 KWL charts (Graphic Organizers)
 Grafitti Wall
 Yes/No Cards
 Word Splash
 Turn and Talk
Source: http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html

9. Assessments…

10. Planning & Preparation

11. What do you want your students
to know & be able to do?
 Clear expectations
 Whatdo you want? Don‟t make the
students guess
 What makes a good/bad response
 How will the student know they have
reached the goal?
 Give constructive/timely feedback

12. Planning using KUD
Whenever planning a unit/lesson you
should be able to answer these 3 key
questions:
① What do I want my students to Know?
② What do I want my students to
Understand?
③ What do I want my student to be able to
Do?

13. What is a KUD?

14. Know your learning
outcomes...
How will you model the learning
outcomes and what success looks
like?
How will students demonstrate their
learning of the outcomes?
How will you know when students
“don‟t get it”? And how will you
respond?

15. Know your students…
Complete a learning inventory to
identify your students‟ preferred
learning style.
Design learning activities that align
with the needs of your students.
Have a balance of learning
assessments.
Not “one size fits all”.
Differentiate for success.
Offer choice whenever possible.

16. How will you know?
Evidence should be:
 Timely (Don‟t forget the pre-
assessment!)
 On-going and purposeful
 Get students involved in setting
success criteria
 Based on pre-determined and clear
criteria

17. How will you respond?
 What is RTI?
 All students can reach high levels of
achievement if the system is willing
(and able) to vary the amount of time
students have to learn and the type of
instruction they receive.
 Differentiated Instruction

18. Response to Intervention (and
Instruction)
 RTI is a method to ensure that
students receive early intervention and
assistance before falling behind.
 Students receive supplementary
support, guided by assessment data
referred to as progress monitoring.
 Timely and effective intervention.

19. Tiers of Intervention
Increased
time, intensit
y, frequency
Tier 3 : 5 – 10 % and
expertise
Tier 2 : 10 – 15 %
Tier 1 : 75 – 85 %

20. Your Turn…
 **The grade 8 science class is beginning a new unit on The
Particle Theory of Matter. The teacher needs the students to
use appropriate vocabulary related to their investigations of
the particle theory of matter (vocabulary such as: boiling and
melting points, pure substance, scientific theory, particle
theory of matter, etc.). She decided to have the students copy
the definitions down as notes in their science notebook from
the overhead (about 30 definitions). The students enter the
classroom and are told to sit down and begin writing. Some
students choose to silently engage in the note-taking (about 6
students), while many choose to chat with friends while
writing. The teacher responds with a „no talking‟ rule. Halfway
through the class, the teacher realizes that there are 4
students who have not yet begun to write down the first
definition and there are some who are already completed the
notes. The teacher estimated that it would take the entire 40
minutes to write these notes, so she decides that the students
who are done are allowed to have „free time‟ until the end of
class.

21. Questions…
 How may this teacher have planned more
effectively?
 How will you catch yourself if you make the same
type of mistakes (ineffective planning)?
 Watch for the traps of: worksheets, „free‟-time,
busywork, “40 minutes of silence” expectations,
low-level thinking tasks, sit-and-get lessons.
 Lesson Closure: schedule approximately 5
minutes at the end of each lesson to have
students reflect, summarize, or for you to
highlight the main focus for the class. THE BELL
IS NOT ADEQUATE CLOSURE.

22. Supervision for Growth…