Improving Clear Learning Goals

1. Improving Clear Learning Goals Making Learning Goals into Learning Targets that are Standards Based

2. Group Norms • Start and end on time • Put cell phones off • Be respectful of all comments • Everyone participates

3. Our Job… To show you how to take Assessment for Learning and use it to sharpen our focus on what our students learn, how they learn it, and how they are assessed.

4. We will do this by… • Reviewing how we generate targets. • Introducing you to ways of linking targets to activities and summative assessments. • Sharing examples of formative and summative assessments that focus on learning targets. • Sharing examples of student opportunities to demonstrate target mastery that allows them to take ownership of their learning.

5. Why do you visit the doctor?

6. Classroom Assessment for Student Learning • Assessment of Learning • Summative, documents individual or group achievement, occurs after learning, sorts students into groups, primary motivator is threat of punishment or promise of rewards • Assessment for Learning • Formative, promotes increase in achievement, occurs during learning, help teachers diagnose and respond to student needs, primary motivator is the belief that success in learning is achievable. • Classroom Assessment for Learning, p. 33

7. What do we want to assess? • Start with the end in mind. • What do we want students to know and do? • Sources :POS and CCD • Turn those documents into manageable chunks of information • Take standard and break into the learning pieces that when put together form the scaffolding for performance of the standard • Knowledge, Skills, Reasonings, Products • These are the pieces that give your instruction direction and you want to assess

8. How close can you get to the target?

10. Kinds of Learning Targets • Knowledge- the facts and concepts we want students to know. • Reasoning- students use what they know to reason and solve problems. • Skills-Students use their knowledge and reasoning to act skillfully. • Products- Students use their knowledge, reasoning, and skills to create a concrete product. • Dispositions- Students’ attitudes about school and learning.

11. 3.5

12. Student Friendly Learning Target Example • Standard: SC-07-4.6.2 Students will: • describe the transfer and/or transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical). • Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.

13. Student Friendly Learning Target Example • I can give examples of energy. • I can give examples of energy transfer. That means when energy is moved from one object to another. • I can give examples of energy transformations. That means when energy is changed from one form to another form. • I can describe the exchange of energy between hot objects and cold objects.

14. 3.2

15. 3.1

16. Using Targets for Post-Assessment Development • Matching the assessment method to the type of target. • Determining adequate sampling size. • Assessment format considerations: open response vs. multiple-choice, time constraints • Quality of questions, information value of incorrect answers

17. Working Group Discussion • How do you determine the questions that are on your assessments? • What is the benefit, if any, for common summative assessments? Look through your materials and discuss with your table.

18. How do I know my instruction is “good”? • The students seem to enjoy the activities? • I think they understand it? • When I get back their unit test results? • When the state test scores arrive? • By the number of parent compliments or complaints? • What my peers/administrator say about me?

19. Web quest Activity

20. Formative Assessments • Assessments conducted during learningto promote, not merely judge or grade, student success • Provide information to teacher and studenton student performance. • Supplies opportunities to make mid-coursecorrections to learning experiences.

21. Research on Feedback • Quality of feedback matters. Specifically descriptive ,criterion-based feedback is better than numerical scoring or letter grades. • Emphasis on the importance of learning leads to greater learning vs. looking good or being compared to others. • Descriptive feedback that focuses on strengths and weaknesses is most effective • Classroom Assessment for Learning, p. 40

22. Re-testing • Students have received summative assessment results by target • Identify targets needing improvement • Work on target practice in preparation for re-testing • Re-test only over identified targets • Evaluate results, rinse, and repeat!

23. Summary of Targets and Assessments • Learning targets form the backbone of instruction and assessment program • LT allow for focused development of pre- and post-assessments • LT give clear direction to selection and development of instructional activities • LT provide students with clear learning goals and a format for organized feedback on their performance

24. Assessment • Formative • Tied to how student is doing on a particular target • Use to identify growth areas and show how to close the mastery gap • Generally not included in grading of target mastery • Summative • Includes assessment items for all targets in a unit • Diagnoses strengths and weaknesses of student • Provides road map for attaining target mastery • Determines current performance on targets

25. Today’s Take Home Message • Learning targets inform students and teachers specifically what the learning intention is • They can be used as a basis for instructional design and assessment formulation • Formative and summative assessments should provide feedback to all parties on how to improve understanding • Students should be given multiple opportunities to develop and show mastery of learning targets