Planning for Preassessment. Kathy Paul Johnston CSD Johnston, Iowa

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1 Planning for Preassessment Kathy Paul Johnston CSD Johnston, Iowa

2 Why Plan? Establishes the starting point for learning Students can t learn what they already know Match instructional strategies to individual needs Saves learning time Ensure students have constant challenge Proves rationale for your teaching Differentiation is not defensible without it 2

3 The Naysayers Might lower state test scores. No time What would I do with the data anyway? No money for supplemental materials I ve always taught it this way. 3

4 Strong preassessments reveal Starting point for new learning Base of knowledge Background experiences Interests Attitudes 4

5 How do you accomplish it? Depends upon purpose- To determine specific learning differences: Introduce topic Initial teaching Determine pretest format Preassess Analysis Formation of instructional groups 5

6 Another purpose To determine preparedness of students for curriculum, preassess several weeks before unit Make adjustments to your plan- What needs to be retaught or eliminated Where flexible grouping/tiering belongs Who goes in what group 6

7 How might we instruct students? Let s look at three scenarios. From Data Driven Differentiation in the Standards-Based Classroom( 2004) Gregory and Kuzmich 7

8 Math Classroom A Students are not given a pretest, for they need the next unit. Giving a preassessment will be a waste of time. Some students will master the concepts, some will not, but that is up to the students. The teacher is certainly presenting the material so all can learn if they choose. 8

9 Math Classroom B Preassessment is valuable. The teacher uses an algorithm-based pre and post test. The class does better after the unit than before, so it shows learning occurred. 9

10 Math Classroom C Small groups of children work on a problem using some skills from the last unit, but also some new concepts. The students have time to work to develop an approach to solve the problem. The teacher moves around the room, taking notes on the process and observing students. 10

11 The next step Determining the proper preassessment 11

12 Consider Not always over an entire unit of study Can be over a concept or learning objective Use in short bursts of time as a formative assessment to determine what and how you will teach next 12

13 ??? Questions to Ask??? What do I know about my students NOW? Where are they in relation to essential knowledge, understanding and skills for the standards? What is the nature and content of the final assessment for this unit or section? What don t I know about the content knowledge, critical thinking and process or skill demonstration of my students? 13

14 Design the preassessment To help us learn what is in the gap between where students are now and what they need to know for the final assessment We may not know all information, but we should remember to use what we already have in place 14

15 Help is on the way! 15

16 Preassessment Tools End of unit test Open-ended question Journal Index card Mind map Inventories Letter Checklist Charts Product or performance Interview or observation 16

17 End of unit test Uses your learning objectives Find out what child already knows If already mastered, can gain time Won t using THE TEST beforehand give an unfair advantage? 17

18 Tips Design the test so it challenges all Plan to cover simple to complex Mix easy and difficult questions throughout 18

19 Open-ended questions A prompt to demonstrate prior knowledge Students can respond at their level of understanding Provides valuable information for differentiation 19

20 Journal Allows for personal response to student Often includes a prompt: May describe process Give examples Provide reflection 20

21 Index Card One card, one task Quick way to sort responses Again, uses some sort of prompt Example: card (Tomlinson, 2003) Exit ticket at end of lesson 3 things learned 2 questions still have 1 thing want to learn more about 21

22 For immediate feedback- Write 2-3 possible choices on a card Students put their thumb on their choice and hold it up for teacher to see Can assess Understanding Feelings Interests Chapman and King (2005) Differentiated Assessment Strategies 22

23 Sample choices I ve Got It! I m Clueless! Love it! Not a fan Understand Still Thinking Shutting down Happy face Straight face Sad face 23

24 Mind Map Visual organizer Concepts become clear Allows a way to add new information Use color, space, lines and words Flexible by using sticky notes to write facts/code each fact!= I know ^= pretty sure?= think 24

25 Basic understanding 25

26 Deeper Understanding 26

27 Inventories Provides a way to see student interest Useful when choices are available

28 Example: What do you know about? How does relate to you? What do you want to know about? How do you feel about? 28

29 Letter Note to parents asking about prior experiences or knowledge Insights into strengths Serves to inform as to unit structure Especially useful for young children 29

30 Checklist Anticipation Guide: Written to activate previous knowledge Mark agree or disagree next to several statements. Support beliefs. Can used before reading a text also. 30

31 Chart K-N-W Chart- Modification of KWL strategy Knows: Prior skills, knowledge Needs to Know: current proficiency Wants to Know: interests, ideas, questions 31

32 Content Knowledge Box Learn what students know Identify misconceptions Use categories related to a topic 32

33 Canada Location Population Customs Government Economy Food,shelter, & clothing 33

34 Frayer Diagram Four sections: Definition Characteristics Examples Non-Examples 34

35 Example of a Frayer Diagram Definition: A closed plane bound by 3 or more line segments Characteristics: 3 or more line segments, multiple angles POLYGON Examples: square, triangle, rectangle, quadrangle Non-Examples: circle, arc 35

36 Product or Performance Music, art, PE teachers do this all the time Demonstrates mastery of concept or task May be done with whole class or in groups Examples: -Create a graph with stock market data -Use a microscope to show nucleus of a cell -Write a haiku -Make a landscape drawing of a park -Plot an equation with a graphing calculator 36

37 Interview or Conference Talk to students about an experience or prior knowledge 37

38 Use Readiness of Experience and Willingness Student has interest in a task vs. experience in a task Scale of 1 to 4 New to task Limited experience Knows but may need structure Knows and wants to do Modify your teaching style to assist 38

39 Tap into Multiple Visual/Spatial Mind map Chart Verbal/Linguistic Interview Journal Logical/Mathematical Demonstration Intelligences 39

40 Things to Consider Explain the function of preassessment Students need to know the purpose Parents do also What do you do with the data? Once you get the data organized, what next? 40

41 Explain Function Have to understand how it will benefit all students IF used for more than a chance to move ahead can be effective for all children-- easier to sell preassessment to classroom teachers 41

42 Using the data Analyze the pretest Compare the data to objectives Which concepts are mastered? Can steps be eliminated? Use to form groups Give credit for previous mastery Make decisions on unit intro /assessments 42

43 Adjustable Learning Grid Content or Skill: Differentiation in Standards-Based Classroom (2004, Gregory and Kuzmich) Preassessment tool: 43

44 Document Written record needed May use a folder for each child Spread sheet or chart Use for further reflection or assessment 44

45 A word about grading Sometimes work used for practice and not graded Short assessments form next instruction May be recorded but not used in actual grade book Preassessment grade can be used for grade book, but often better to report out after instruction 45

46 The cycle Initial instruction Preassess Analyze Group Instruct Assess and continue 46

47 Remember: What is the most powerful difference you expect to see? How might you identify these differences in students? Use preassessment to increase effectiveness in instruction! 47

48 Resources Adams, Cheryll M. and Rebecca Pierce. Differentiating Instruction. Waco, Texas: Prufrock Press, Eidson, Caroline, Bob Iseminger, and Chris Taibbi. Demystifying Differentiation in Middle School. Pieces of Learning, Gregory, Gayle and Carolyn Chapman. Differentiated Assessment Strategies. Thousand Oaks, California: Corwin Press, Kingore, Bertie. Differentiation: Simplified, Realistic, and Effective. Austin, Texas: Professional Associates Publishing Reis, Sally, Debra Burns, and Joseph Renzulli. Curriculum Compacting: The Complete Guide to Modifying the Regular Curriculum for High Ability Students. Mansfield Center: CT: Creative Learning Press,

49 More references Roberts, Julia L. and Tracy F. Inman. Strategies for Differentiating Instruction. Waco, Texas: Prufrock Press, Thousand, Jacqueline S., Richard A. Villa, Ann I. Nevin. Differentiating Instruction. Thousand Oaks, California: Corwin Press, Tomlinson, Carol Ann and Caroline Eidson. Differentiation in Practice, Grades 5-9. Alexandria, VA: Association for Supervision and Curriculum Development, (Also one for grades K-5 and 9-12) Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms, 2 nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom, 2 nd ed. Minneapolis, MN: Free Spirit,

50 Presenter contact information Kathy Paul Johnston Middle School PO Box 10 Johnston, Iowa

Planning for Preassessment. Kathy Paul Johnston CSD Johnston, Iowa

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