Curriculum Mapping Authentic Assessment

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Curriculum MappingAuthentic Assessment
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SKILLS STANDARDS
UNIT CONTENT
ASSESSMENT
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Think Pair - Share

• What is the difference between assessment and
  evaluation?
• Why have assessments and evaluations?
• What Do You Mean By Understanding?
• What would You See/Hear Students Doing If They
• Understand?

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Assessment verses Evaluation

• Be Aware!
• Difference between
• Assessment
• (product or performance)
• Evaluation
• (a given value for the product or performance)

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Evidence of Understanding

• Can students..
• ? Explain It Accurately
• ? Give their interpretation
• ? Take anothers perspective
• ? Empathize Collaborate
• ? Ask Further Questions

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Taking a look at assessments
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Assessments

• Defined as Nouns
• Two Types
• Summative At a stagethe sum of learning that
  verifies up to that point of learning.
• Formative An informal check of learning wherein
  student interaction and motivation are crucial
  for learning.
• Matched to Unit/Content Skills

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Defined as a noun and as a name

• Every Content/Skill should be aligned to an
  Assessment
• Example
• Content A. Order of Operations
• Skill A1. Compared and Contrasted 3-step
  problems with/without using the correct order of
  operations
• Assessment A1. 25 Problem (Chapter 4) Test
• the assessment must be well defined
• so that it describes the nature or basic quality
  of the assessment.
• Example
• 15 MC/Open-Ended Question
• (Chapter 3) Test
• Or
• Song Interpretation of the Order of Operations
  (Rubric)

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Three Levels of Assessment

• 1.
• Drill Practice
• 2.
• Rehearsal Scrimmage
• 3.
• Authentic Performance

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Select Appropriate Assessment

• Traditional Tests
• Paper/Pencil
• Selected Response
• Constructed Response

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Tangible Products

• A piece of writing
• A picture
• A spread sheet
• A model
• A photograph
• A puppet
• A blueprint

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Observable Performances

• Speech
• Recital
• Debate
• Game
• Dance
• Reading
• Routine

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Supporting Documents

• Rubric
• Answer Sheet
• Video
• Oral Presentation Tape
• Model
• Diagram
• Report
• Written Response to prompt
• Report Card

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What if there is not formal assessment

• Write, there is
• NO
• formal assessment at this time!

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16 Habits of Mind

• Persisting
• Managing Impulsivity
• Listening with understanding Empathy
• Thinking flexibly
• Thinking about Thinking
• Striving for Accuracy
• Questioning Posing Problems
• Applying Past Knowledge to new structures

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16 Habits of Mind

• Thinking Communicating with clarity and
  precision
• Gathering data through all senses
• Creating, imagining, innovating
• Responding with wonderment and awe
• Taking responsible risks
• Finding Humor
• Thinking Interdependently
• Remaining open to continuous learning

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Impact of poor backward planning
Results In
Lack of

• Vision Confusion
• Skills Anxiety
• Incentive Gradual of no Change
• Resources Frustration
• Action Plan False Starts
• Assessment Failure to Understand