Planning Classroom Assessments Starting with the End in Sight…

1. Planning Classroom Assessments Starting with the End in Sight…

2. Assessment “Influenced” Instruction • What is to be assessed influences instructional decisions • Instruction-Influence Assessment • Assessment-Influence Instruction

3. Begin with the End… Backward Design Model (Wiggins & McTighe) • Identify the desired results • What is the curricular aim? • Goals / Objectives • Determine acceptable evidence • How will I measure student progress? • Assessment • Plan learning experiences and instruction • How will I promote learning? • Instruction

4. Identifying the Curricular Aim What to Assess? • Cognitive Targets • Intellectual operations • Affective Targets • Attitudes, interests, and values • Psychomotor Targets • Deals with large and small muscle skills

5. Dr. Benjamin Bloom • 1956 Taxonomy of Educational Objectives • Chief domain in schools = Cognitive Domain Evaluation

6. Cognitive Taxonomies • Method of classifying the cognitive level of objectives, items, and activities • Purpose • Used to call attention to the variety of abilities and skills toward which you can direct instruction and assessment • Greater variety of cognitive levels = greater opportunity to learn

7. Higher Order Thinking Example Questions… • How does that work? • What would happen if? • Why is that important to know? Example Objectives… • Students will learn how to connect the text that was read or heard to real life experiences. (SYNTHESIS) • Students will be able to discuss how characters are alike and/or different. (ANALYSIS)

8. Curriculum Development • What we teach is based on the curriculum • Content Standards = Knowledge & Skills • What students should KNOW and be able to DO • Performance Standards = Level of Proficiency • Essential qualities of the work or performances • Criteria for establishing proficiency

9. Content and Criteria • Content = What will be learned • National Standards • State Course of Study • District Goals & Objectives • Criteria = How the learning will be judged • Grades • Levels of performance • “Proficient”

10. Learning Targets Content + Criteria = Learning Targets • Astatement of student performance that includes: • a description of what the students should know, understand and/or be able to do at the end of the unit of instruction • the criteria for judging the level of performance demonstrated. • There are two types of learning targets • Macro Targets --- GOALS • Micro Targets --- OBJECTIVES

11. What to Assess…considerations Identify the Curricular Aims (Goals and Objectives) • Use an Assessment Plan or Table of Specification • Collaborate with Colleagues • Focus on Standards to be Assessed • How are state content standards assessed? • What are content standards for specific content areas? (example: NCTM, NSTE, IRA)

12. Table of Specifications Ensures a representative sample of relevant tasks to be included on the assessment • Guides the selection of test items and assessment tasks • Provides evidence of CONTENT Validity • Steps in the process… • Prepare the instructional objectives • Outline the content • Prepare the Table

13. Types of Assessment Items • Informal Assessment • Formative • Traditional Assessment • Formative or Summative • Performance Assessment • Formative and/or Summative • Portfolio Assessment • Formative and/or Summative

14. TOS-Assessment Plan Assessment Plan Educational Outcomes Alabama State Course of Study Objective(s): Unit Plan, Assessment Plan, Informal Assessment Example (wiki)

15. Remember…Three Steps • Step One • Identify what should students be able to KNOW and DO? • Step Two • Determine how students will demonstrate their understanding? • What evidence will we have of proficiency? • Step Three • Plan instructional activities ALIGNED with steps one and two