The document discusses planning and assessing student learning. It emphasizes starting with clear learning goals and using formative and summative assessments to understand what students have learned and where they still need support. A variety of assessment types are described, including performance, authentic, traditional, and alternative assessments. The importance of pre-assessments to understand students' prior knowledge and misconceptions is highlighted. Effective planning involves understanding what students should know, understand, and be able to do. Student learning should be demonstrated through ongoing feedback and evidence aligned to learning criteria. A multi-tiered response system can provide differentiated instruction and intervention for students who need additional support.

1. PLANNING & ASSESSMENTWhat do you want your students to know and be able to do?

2. How will you know they have learned it?

3. What will you do when students struggle with the learning?

4. Plan with the end in mind…Backwards design (UBD)What is the Purpose ?Formative Diagnostic, Pre Assessments, quick, in-the moment, ‘dipstick’ checks for student understanding, ongoing, purposeful, provide opportunities to improve learning, room for improvement, inform teacher instruction and next steps.SummativeFinal evaluations on student learning

5. Types of AssessmentsPerformance – 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)

6. Types of AssessmentsAlternative – non-traditional methods (no paper/pencil tests) used to assessTraditional – Tests/ quizzes

7. Pre AssessmentsUse Pre Assessments to find out what your students already know.

8. Use Pre Assessments to find out the misconceptions of students.

9. Use data from Pre Assessments to plan for the next steps in learning.Pre Assessment: Placemat Activity…

10. Pre Assessment: Journal Writing…

11. Pre Assessments…KWL charts (Graphic Organizers)Grafitti WallYes/No CardsWord SplashTurn and TalkSource: http://www.saskschools.ca/curr_content/constructivism/how/preassessment.html

12. Assessments…

13. Planning & Preparation

14. What do you want your students to know & be able to do?Clear expectations

15. What do you want? Don’t make the students guess

16. What makes a good/bad response

17. How will the student know they have reached the goal?

18. Give constructive/timelyfeedback Planning using KUDWhenever planning a unit/lesson you should be able to answer these 3 key questions: What do I want my students toKnow?What do I want my students toUnderstand? What do I want my student to be able toDo?

19. What is a KUD?

20. Know your learning outcomes...Howwillyou model the learning outcomes and what success looks like?

21. Howwill students demonstrate their learning of the outcomes?

22. Howwillyou know when students “don’t get it”? And how will you respond?Know your students…Complete a learning inventory to identify your students’ preferred learning style.