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Classroom Assessment FOR Learning

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Classroom Assessment FOR Learning Focus for Today Key 2: Clear Targets Today s Training Goals Every Teacher Will: Know the 4 types of learning targets Understand ... – PowerPoint PPT presentation

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Title: Classroom Assessment FOR Learning


1
Classroom Assessment FOR Learning
  • Focus for Today
  • Key 2 Clear Targets

2
Todays Training Goals
  • Every Teacher Will
  • Know the 4 types of learning targets
  • Understand each target type
  • Be able to unpack an objective or standard with
    competence and confidence
  • Begin to consider how this knowledge of learning
    targets applies to your lesson objectives, PDSA
    goals, classroom instructional strategies and
    CFAs.

3
Kinds of Achievement Targets
  • Knowledge Master factual and procedural
    knowledge
  • Reason Use knowledge to reason and solve
    problems
  • Performance Demonstrate mastery of specific
    performance skills
  • Product Create quality products
  • (See handout for verbs to go with each type of
    target)

4
Knowledge Targets
  • What students need to
  • Know
  • Be able to do
  • Be able to locate
  • Know outright vs. know via reference
  • Often stated in verbs knows, lists, names,
    identifies, and recalls

5
Reasoning Targets
  • Make up majority of learning targets
  • Thinking proficienciesusing knowledge to
  • Solve a problem
  • Make a decision
  • Plan
  • Represent mental processes such as
  • Predicts, infers, classifies, hypothesizes
  • Compares, concludes, summarizes
  • Analyzes, evaluates, generalizes

6
Performance Targets
  • Fewest of learning targets
  • Must be demonstrated and observed (heard or seen)
    to be assessed
  • Examples include
  • Oral fluency in reading
  • Playing a musical instrument
  • Demonstrating movement skill in dance
  • Serving a volleyball

7
Product Targets
  • The standard calls for student to create a
    product
  • The product isnt a medium to show the learning
    (ex. a culminating project/activity) the product
    IS the learning
  • Found more often in the arts
  • Examples
  • Notating music
  • Using desktop publishing software to create a
    variety of publications
  • Creating a scatterplot to display data
  • Creating a personal wellness plan

8
Relationship of Targets
Standard (target) type Underpinning Learning Targets
Product Product S R K
Skill Skill R K
Reasoning Reasoning K
Knowledge Knowledge
9
We Need Clear Targets To
  • Know if the assessment adequately covers what we
    taught
  • Correctly identify what students know and dont
    know
  • Have students self-assess or set goals for future
    study that are likely to help them learn more
  • Keep track of student learning target by target
    or standard by standard
  • Complete a standards-based report card

10
Activity Identify target types
  • Instructions
  • Pair up with someone beside you.
  • Choose two/three of the objectives on the
    sentence strips.
  • Determine which type of learning target is
    represented by the objective (use the chart
    provided to assist you)
  • Post the sentences on the board in the correct
    spot on the grid.

11
Unpacking/deconstructing standards
  • Takes the broad and/or unclear
    standard, goal, or benchmark
    makes it
  • Smaller
  • Clearer
  • More understandable to students AND teacher.
  • Unpacking outcomes
  • Will know the standard type (knowledge,
    reasoning, skill or product)
  • Indentify its underpinning learning targets
  • Create student-friendly I Can statements

12
Lets practice
  • Creating targets for
  • Driving a Car with Skill
  • What knowledge will students need to know to
    demonstrate intended learning?
  • What patterns of reasoning will they need to
    master?
  • What skills are required, if any?
  • What product development capabilities must they
    acquire, if any?

13
Driving a Car with Skill
  • Knowledge
  • Know the law
  • Read signs and understand what they mean
  • Reasoning
  • Evaluate am I safe and synthesize info. to take
    action if needed
  • Skills
  • Steering, signaling, parallel parking, . . .
  • Product
  • (not appropriate target)

14
Deconstructing Standards
Standard/Benchmark Drive a car with skill Type
? Knowledge ? Reasoning ? Skill
? Product
Learning targets What are the knowledge,
reasoning, skill or product targets underpinning
the standard or benchmark
Knowledge Targets Reasoning Targets Skill Targets Product Targets
Know the law Read signs and understand what they mean Evaluate personal safety and take action if needed Steering Signaling Parallel parking None
Stiggins, R.J, Arter, J.A., Chappuis, S. (2004)
Classroom Assessment FOR student learning Doing
it right-using it well. Portland, OR ETS
Assessment Training Institute.
15
Now Put It In Kid-Friendly Language
  • I can explain the rules of the road-speed limits,
    stopping, right-of-way, when to signal.
  • I can describe what different parts of the car do
    (steering wheel, lights, brakes, gas pedal)
  • I can evaluate common road situations and
    determine the appropriate action to take.
  • I can steer a car in the direction I want.
  • I can signal properly.
  • I can keep the car in the appropriate lane.
  • I can parallel park without hitting anything.

16
Unpacking an Objective
  • Work with a partner.
  • Choose one of the objectives on from the target
    identity activity on the board. (hint choose
    either your subject area or one you know
    something about.)
  • Use the worksheet provided for deconstructing
    (unpacking) standards to break the objective down
    into its component learning targets.

17
Lets try it together
  • Objective Understands the binomial theorem.
  • Objective Compare and contrast democracies with
    other forms of government.

18
Lets chat
  • How does the knowledge from todays training
    help us develop more informative CFAs based on
    our lesson objectives and PDSA goals?

19
Next steps Making it Meaningful to YOU
  • Use the Unpacking Standards sheet to deconstruct
    the learning target on your current classroom or
    PLC PDSA.
  • What kind of target is it?
  • Brainstorm with your PLC members different kinds
    of LEARNING STRATEGIES you could use to teach the
    target.
  • Brainstorm ways to assess the target based on the
    type of target (we will practice more in the next
    CASL session)

20
Next steps (contd)
  • In your PLCs begin each meeting by having each
    person share his/her unpacked classroom PDSA
    target
  • Begin thinking of how your next CFAs might look
    based on the targets youve committed to
    assessing.

21
Thats All Folks!
  • Thank you for your participation and attention.
  • Please plus/delta todays training .
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