EDUC3505 PGP Template St Georges

Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

Planning for Learning – PSI

Inquiry Question 1:
How do I create and implement various formative assessments in a classroom?

Goal 1:
Include and use a variety of formative assessments in my teaching and lesson plans.

Related TQS Strategies Resources/ Evidence of Success Timeline (Specific)

Required Supports
TQS 2(a): Discuss various techniques Use the expertise of my I will create a list of At the beginning of my
collaborating and forms of formative TA to help me gain more formative assessments practicum, I will discuss, with
with other assessment currently used by professional knowledge currently used by my my TA, the formative
teachers to my TA. Note strategies that and expertise in terms of TA. This will include assessment strategies
build personal work best for my TA and formative assessment brief descriptions of currently being used in the
and collective continue to use those to build forms. each formative classroom. I will ask why
professional my own knowledge of assessment and why each formative is successful
capacities and assessments. Discuss with my Embedded Formative my TA feels that they in the classroom and what
expertise TA other forms of formative Assessment (2018), are effective. I will also makes it successful. I will also
assessments that I would like Dylan Wiliam. provide notes taken discuss how each formative
to use and how those can be while observing other assessment is implemented
implemented in the 25 Quick Formative teachers and the in the classroom. When I
classroom. Be courteous of Assessments for a formative assessments start teaching, formative
suggestions that my TA has in Differentiated they use. I will then be assessment will take place in
terms of how my assessments Classroom (2009), Judith able to use these each of my lessons. By the
can be changed or improved Dodge. formative assessments end of PS1, I will have a list
to foster maximum student in my own teaching of formative assessments
learning in the classroom. Take notes of the and lessons to assess that I can use for my own
Observe the strategies of formative assessments student knowledge. To teachings.
other teachers and take notes that other teachers in show success, I can
on the formative assessments the school use. provide evidence of
EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

they use. artifacts of formative

assessment used in
the classroom. I will
also reflect on the
formative assessments
I use and whether
they were beneficial
for future lessons.
TQS 3(a): To reach my goal of creating Embedded Formative I will know I have Going into practicum, I have
Planning and and implementing a variety of Assessment (2018), achieved my goal some confidence in planning
designing formative assessments in the Dylan Wiliam. when I have evidence and designing learning
learning classroom, I will create and have activities. By the middle of
activities that: learning activities and 25 Quick Formative demonstrated a my practicum, I want to be
address the explicitly tie them to the Assessments for a learning activity that I achieving this goal through
learning intended learning outcomes Differentiated have taught in a my lessons. This will be done
outcomes and those laid out in the POS. Classroom (2009), Judith classroom. This will be by having increased
outlined in I will use feedback to adjust Dodge. shown through the confidence in my abilities to
the programs the learning activities and collection of artifacts plan learning activities that
of study; align them more to the POS as Roscoe Instructional and the are explicitly connected to
foster student required. I will create links Strategies demonstration of a the POS learning outcomes.
understandin between the learning https://moodle. lesson plan. Formative assessments will
g of the link activities and the intended uleth.ca/202103/ be clearly linked to the POS
between the outcomes, which will help me pluginfile.php/110268/ learning outcomes and will
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practicum, I want to have
Teaching as Decision learning activities and
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EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

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TQS 3(c): By achieving goals one and Embedded Formative I will know I have I would like to inform my
Applying two above, I will also be able Assessment (2018), achieved this goal teaching practice through all
student to successfully achieve TQS 3 Dylan Wiliam. when I can provide of my lessons and formative
assessment (c). In working with my TA, formative assessment assessments that I provide.
and developing learning activities 25 Quick Formative and give rich and By the end of my practicum, I
evaluation and connecting them explicitly Assessments for a informative feedback want to be able to provide
practices that: to the POS, and implementing Differentiated to my students. I can feedback on formative
Generate formative feedback I will be Classroom (2009), Judith provide evidence of assessments to students in
evidence of able to generate evidence of Dodge. this goal by collecting order to foster further
student student learning. In turn, this artifacts (student student learning and inform
learning to will help me improve my Discussion with my TA work) and examples of myself and my TA on where
inform teaching practice by about strategies and formative assessments students are in their
teaching evaluating what worked and ways that I can improve that I have created. I learning.
practice did not work during my my learning activities, will supply evidence of
through a practicum. lesson planning and the formative
balance of teaching practices. assessments and how
formative and they were used to
summative guide and improve
assessment future lessons.
experiences.
EDUC3505 PGP Template St Georges
Developed from Professional Learning Tool – University of Lethbridge Faculty of Education

I will know I have succeeded in my goal when I have seen the progression of student learning
through formative assessment. An example would be giving students a notes package and then
using that to decide where students' knowledge lies. Then, in turn, seeing students improve later
on due to changing lessons or providing more assortments of formative assessments to students.

I will also know I have been successful when it comes to practicality. I will know some of the
formative assessments that I think are valuable and worthwhile for students. When I have a list of
practical things that I can make use of in my own classroom, I will have succeeded in my goal.