Using Pre-Assessment in a Blended Learning Math Classroom
John Jamieson in Kenaston School has introduced a unique approach to the use of pre-assessments to direct learning in his blended classroom.
In his face-to-face classroom, John uses the instructional videos from the Distance Learning Math Moodle course that he created. And while John feels there is much value in teachers creating their own classroom videos, he suggests that for teachers who use the DLC courses in their blended learning classroom that “it is very important to be very familiar with the examples and content from each lesson so that you can help support what the students have learned in the videos.”
The following outlines the process he used in his Math classroom:
- John makes his own pre-assessments from the Math Makes Sense disk. (He creates 6-8 questions per lesson/skill.)
- Students work through the pre-assessment and show John when they are done to verify the work has been completed.
- Instructional Videos
- Students watch the instructional videos individually to confirm that they have completed the Math skill introduced in this lesson correctly or students look for places where they may have not done something correctly. This is an important step because students have a specific purpose for viewing the videos.
- Students Review
- Based on what they learned during the videos, students make corrections on their pre-assessments. John suggests that students make correction as they watch rather than doing it at the end.
- The pre-assessments are handed in and John gives students feedback and returns them to students. The pre-assessments are considered formative assessment.
- Students go through and redo any questions in pen and hand in again for feedback.
- This process continues until the pre-assessment questions are correct.
- While students wait for their pre-assessments to be corrected, they move to the practice questions in the textbook. These are also formative and are self-checked by the students using the answer key in the text.
- Summative Assessments
- Students are assessed on their understanding for reporting purposes through the mid-unit quiz and the chapter exam.
In his first attempt with this model, John has seen an improvement in problem-solving skills and students taking ownership of their learning as a result of this shift in approach. Using this method, all students scored either a 4 or 5 on the summative assessment (Sun West School Division uses a 5 point rubric for Grades 1-9), marking an improvement in comprehension of content.
To balance the individualized, independent approach to learning with opportunities for students to continue to collaborate in math, John is exploring ways for his students to participate in group projects and hopes to introduce a genius hour project into his classroom.
” I am finding that this blended learning approach is an evolving process and I am continually tweaking how this looks.”