Backwards Planning and Assessing Skills FOR the 21 st Century

1. Highly Effective School Libraries Backwards Planning and Assessing Skills FOR the 21st Century Nancy White 21st Century Learning & Innovation Specialist Academy District 20 nancy.white@asd20.org

2. Information to be Shared • Backwards Design Review • Enduring Understandings • Essential Questions • GRASPS • Assessment Review • Formative & Summative Assessment Review • Assessment Plans • 21st Century Skills Assessments

3. Learning Goals Understandings Skills Designing learning for the 21st century Designing formative assessments of 21st century skills in collaboratively planned lessons • Creating learning environments where 21st Century Skills can flourish • Not just leaving 21st century skills to chance – but purposefully modeling, teaching, and assessing these skills using formative assessment tools

4. Understanding by Design Quick overview of the UbD Elements Additions in Version 2.0

5. What is Understanding? By Grant Wiggins

6. If you REALLY understand you can… • Apply your understanding in unfamiliar situations for real-world problem solving in unique ways • Teach others • Choose to use some things and not others • Identify quality (and lack there-of) • Have the ability to create good arguments • When you see something in different form, you recognize and can use it

7. If you know a lot, but don’t really understand… • You can’t transfer that knowledge to solve problems in unfamiliar situations

8. Expressed More Formally - • If you really understand, you can

9. Elements of the UbD Template

10. UbD Stage 1 Identify Desired Outcome

11. Start with the End in Mind

12. Wiggins Example: Driver’s Ed Unit Transfer Goals • T1: Drive courteously and defensively without accidents or needless risk. • T2: Anticipate and adapt their knowledge of safe and defensive driving to various road and weather conditions.

13. As Grant Wiggins says…

14. Wiggins Non-Example • “I want students to understand the three Branches of our Government.” • NO – This is not a goal of understanding

15. Wiggins Example

16. Meaning

17. Meaning-Making = Enduring Understandings • Overarching Big Idea • Ask – what should students remember 10 years down the road?

18. Essential Questions

22. Acquisition

23. Wiggins Example: Driver’s Ed Unit Acquisition – Students will know… • The driving laws • Rules of the road • Basic car features, functions & maintenance needs Students will be skilled at… • Procedures for safe driving • Signaling -communicating • Quick response to surprises • Parallel parking

24. Acquisition - Skills

25. UbD Stage 2 • Evidence

26. Evidence

27. C D A B

29. Wiggins Example: Driver’s Ed Unit Performance Task Evidence: • Driving from home to school and back • Criteria: Responsive, safe, and courteous driving in various conditions • Students create a “Driving for Newbies” booklet for other new drivers

30. Strategy to Design a 21st Century Performance Assessment Task: GRASPS • Goal • Role • Audience • Situation • Product Performance & Purpose • Standards and Criteria for Success

31. What are the qualities of effective “assessment”? Answer Garden

32. Characteristics of Good Assessment • The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases. • The test items should represent the full range of knowledgeand skills that are the primary targets of instruction. • Expectations for student performance should be clear. NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm

33. Assessments – Why? • Inform the teacher: • How students performed – to assign a grade • What needs re-teaching

34. Process: 21st Century Skills • Invention • Technology Literacy • Collaboration • Information Literacy • Self Direction • Critical Thinking & Reasoning

35. How can we assess the skills?

36. Formative Assessment • Good assessment starts with a clear purpose • inFORMS instruction (teacher) • inFORMS students – what they know and don’t know or how to do

37. Components of Formative Assessment Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.

38. Students have clear picture of learning targets Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/

39. Students received feedback Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/

40. Students Engaged in Self-Assessment Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>

41. Provide understanding of specific steps students can take to improve Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>

42. Formative Assessment:Examples • Think-Pair-Share Activity • Student Summarizes Information • Interview students/conferencing • Research journal • Observation checklist • Student checklist • Rubrics

43. Rubrics: What Should Be Assessed? • Standards & Benchmarks • What do you want students to know and be able to do? • What will you be teaching specifically? • Ask yourself: “How will I know that they know?” …What does success look like?

44. Example: Information Literacy Skill • Researches and Evaluates Information • Uses a variety of appropriate tools to record notes and store information

45. Information Literacy Skill • Researches and Evaluates Information • Middle School: Uses a variety of appropriate tools to record notes and store information

46. Skill to Rubric • What criteria will you highlight? • What should I look for? • The descriptors of degrees of quality in meeting the criteria • Answer this: What does success look like? • Quantitative? Or Qualitative?

47. Information Literacy Skill • Researches and Evaluates Information • Middle School: Uses a variety of appropriate tools to recordnotes and storeinformation Qualitative Quantitative

48. Information Literacy Skill • Researches and Evaluates Information • Middle School:Uses a variety of appropriate toolstorecordnotesandstoreinformation Qualitative Quantitative

49. Information Literacy Skill

50. Exercise • Each table will work on developing the criteria for one of the 21st century skills • One scribe per table • Post to our Primary Pad