Examining the Modules: Assessment Practices

1. Examining the Modules: Assessment Practices LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

2. Grade-Level Groups • Examining the modules: through the lens of a teacher • Analyze the curricular structures(module, unit, and lesson level) • Analyze the instructional practices, pedagogical moves, etc.

3. Grouping • Form a line based on your experience in education: how many years have you been an educator?

4. Debriefing Monday’s Session • What shifts did you see reflected in it? • In terms of structure – Look at the Unit 1 Overview: • Module • Purpose of Unit • Blending of Lessons 1 & 2 • Reading to Learn/Learning to Read • Letting learners “give it a go” (read complex text) on their own first

5. Examining the Modules • Common Core is about creating self-directed learners who use inquiry to drive their learning. • We are asking you do to the same: be self-directed and use • inquiry to understand the modules.

6. Assessment Practices in the Module – Learning Targets Re-read box in Learning Targets Toolkit, page 4

7. Learning Targets Criteria for a quality learning target • Written in student-friendly language • Derived from a standard • Contextually specific • Measurable • About the learning, not the doing

8. Standards/Targets Chart (Module Overview) • Look at the module overview document: • What standards are taught and assessed in this module? • Evaluate the targets in the module based on the criteria: • Student-friendly, derived from standard, contextualized, accessible, about the learning • With a partner, share at least one target from the module that strikes you, and why.

9. Alignment of Standards, Targets, and Assessments • In Learning Targets booklet, read paragraph on page 16.

10. Alignment of Targets to Assessments • Orient to the “Assessments” document • At your table, divide into 7 groups • Each group focus on one of the 7 assessments in the module • Look at the standards assessed. How well does the assessment match the standards and the targets? • Discuss: What strikes you?

11. Communicating Learning Targets to Students • In Learning Targets booklet, re-read page 8. • Think, then talk with a partner: • What does the text say about using learning targets with students? • In lessons, find and mark with a sticky note: • Where learning targets are introduced to students • Where students debrief or reflect on learning targets • Discuss: What strikes you?

12. Communicating Learning Targets to Students • In lessons, find and mark with a sticky note: • Where learning targets are introduced to students • Where students debrief or reflect on learning targets • Discuss: What strikes you?

13. Learning Targets in Action Video of a 6th grade teacher beginning a lesson

14. Discussion about Assessment Practices At your table, discuss: How do the assessment practices embedded in the curriculum modules help ensure that students master content rich curriculum so they are college and career ready? What is your evidence?

15. Transition • Thank you! • Please return to your grade-level break out group at 1pm.

16. Experiencing the Modules: Assessment Practices LT 2c. I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

17. The Curriculum Materials Orange tab in your binder • Grades 3-5 ELA Curriculum Plan • Grade 5 NYS Common Core Aligned Curriculum Map • Module 5.1 Overview – Module 1 Introduction • Module 5.1: Assessments • Module 5.1: Performance Task • Module 5.1: Recommended Texts • Module 5.1 Overview – Unit 1: Building Background Knowledge on Human Rights • Module 5.1: Unit 1: Lessons 1-11 • By end of August: Module 1, Units 2-3 • Throughout the year: Modules 2-4

18. Grade-Level Groups • Experiencing the modules: through the lens of a learner • Consider one’s own experience as a “Common Core era” learner • Based on one’s own experience, reflect on the implications for students

19. Where Lesson 9 Fit in the Scheme of Things • Look at the Unit overview and the sequence of lessons to understand what would have happened with students in a real classroom • Yesterday, you experienced parts of Lessons 1 & 2 • We are skipping ahead to Lesson 9 to experience reading a longer text – still emphasizing “What Close Readers Do” and modeling the shifts – AND holding a focus on assessment for learning – assessment in daily instruction

20. Debrief LT 2c) I can analyze the role of student-friendly learning targets, aligned assessment, and effective curriculum-embedded assessment in ensuring that all students achieve college and career success.

21. Debrief At tables: Using the Assessment Practices recording form: • Discuss the impact of those assessment practices on your experience of the lesson. • Discuss: How might these practice support all students in meeting the standards? • For those ready for an additional challenge, incorporate how the lesson reflects our research reading from the morning.

22. Triad Review Note catcher (12 minutes) • How do the strategies in the Learning Targets Toolkit appear in the module/unit/lesson? And how are these strategies interconnected for student success? • What is the flaw in the current “vision” of assessment that Stigginsdescribes? And how do the module/unit/lesson’s assessment practices align with a “more powerful vision”? • How do the practices in the module/unit/lesson exemplify those outlined in the Learning Targets Toolkit and reflect Stiggins recommendations for balancing assessment of and for learning? • In what ways are you ready for the assessment challenge? • How will you ensure, through your own strategies (identify them) or through the modules, that assessment does not lead to the misdiagnosis, misunderstandings, and miscommunication Stiggins warns about?

23. Transition • Thank you! • We will meet in grade-level groups again each day. • Now, please return to the whole group space • Sit with your research team. Be prepared to share: • What you analyzed • What you experienced • Your key insights on your triad note catcher