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classroom-based assessments: implementing cbas through backwards design

CBA Menu at Stanwood High School. Proposed Draft, Fall 2005. Guiding Question for Implementing CBAs at Stanwood High School. How can we utilize the state standards, CBA rubric and the Understanding by Design approach to create an inquiry based CBA?. Understanding By Design

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classroom-based assessments: implementing cbas through backwards design

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    1. Classroom-Based Assessments: Implementing CBAs through Backwards Design

    3. Guiding Question for Implementing CBAs at Stanwood High School How can we utilize the state standards, CBA rubric and the Understanding by Design approach to create an inquiry based CBA?

    4. Understanding By Design & CBAs

    5. Understanding By Design Stage 1: Identify Desired Results What will students know and be able to do? Essential Question Enduring Understanding Final Assessment (CBA Cover Sheet, Rubric & Anchor Papers)

    6. Understanding By Design & CBAs Analyze the Rubric Explore State Frameworks Match Rubric to State Frameworks (Content) Develop Essential Questions & Enduring Understanding Final Product Develop key questions & lessons to lead students towards the Essential Question.

    7. CBA Example Given this rubric, what does our final project need to include?

    10. Common CBA Steps* Enduring Understanding Essential Question Key Concepts & Vocabulary Guiding Questions Inquiry Gather Research Sort, Sift & Revise Questions Organize, Synthesize & Evaluate Group Process & Discussion Final Product Review Scoring Guide, Reflect & Revise * All steps involve one or more of the EALRs

    11. First Experience: Provide a structure and common task Not all CBAs and rubrics are created equal The rubric is a minimum standard Collegiality and collaboration Develop a plan or process, implement, reflect, revise & improve CBAs require scaffolding and formative assessment Students need skills & concepts (content) Take ownership of the CBA CBAs are a tool to improve learning and teaching

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