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Curriculum DesignCrafting Objectives & Designing Assessments
Agenda
Present Big Ideas, Essential Questions, Enduring Understandings
Common Core - overview
Crafting objectivesLinking to standards/goals
AssessmentFormative vs. Summative
Enduring Understandings
What we want students to know (facts, vocab, formulas, events, sequences, etc.)
What we want them to remember/understand (big ideas)
What we want them to be able to do (skills)
Using the Common Core
The need for a re-haul of standards:
http://www.youtube.com/watch?v=dY2mRM4i6tY
43 states have adopted (Alaska, Indiana, Texas, Nebraska, Oklahoma, South Carolina, & Virginia)
CCSS in the classroom
https://www.teachingchannel.org/videos/kindergarten-counting-cardinality-lesson
Crafting objectives
Big secret….
How can you teach to your goals/understandings/standards?
How will you prove it?
Assessment
Pre-assessment allows you to know where they are coming from
Formative assessment is checking in on how they are doing
Summative assessment give you the final picture
Examples of Pre-Assessment
Paper and pen test
“Who can tell me...”
“List five things you know about...”
“Have you ever heard/done/used...”
Examples of Formative Assessment
Exit cards
Practice problems/activities
Tell me..., Write down...
Discuss
Explain to each other/ Teach each other
Write a letter to a friend about...
Make a play about...
3,2,1’s
Who am I, Taboo, Words You Might Hear
More examples of Formative Assessment
Justified response
Predict-observe-explain
Performance
“any good activity could be used as an assessment and any good assessment could be used as a lesson, as they are different sides of the same coin” (Ayala, 2005).
Examples of Summative Assessment
Final Exam
Essay
Project
Should only be 5-10% of total grade!!
Assessment: in deeper
“Too often, educational tests, grades, and report cards are treated by teachers as autopsies when they should be viewed as physicals”
Doug Reeves
“The score a student receives on a test is more dependent on who scores the test and how they score it than it is on what the student knows and understands.”
Marzano, Classroom Assessment & Grading That Work
Rick Wormeli on Formative & Summative Assessment
http://www.youtube.com/watch?v=rJxFXjfB_B4
Assessment OF Learning
Summative, final declaration of proficiency, literacy, mastery
Grades used
Little impact on learning from feedback
Assessment FOR Learning
Grades not needed
Feedback is used
Make adjustments in teaching as a result of data
Provide opportunities for student for self and peer assessment
What not to do in assessing...according to Wormeli
Avoid non-academic factors (behavior, attendance, effort)
Avoid penalty for multiple attempts
Avoid grading practice
Avoid withholding assistance
Avoid extra credit
Avoid group grades
Avoid grading on a curve
Avoid 0 for work not done
Creating an Assessment Tool
Who’s your audience?
What are the objectives?
How/What ways can students show that they have met those objectives or learning goals?
What will it look like if they only partially meet those goals?
Can they tell you what they know by...
Giving their own definition (words, pictures, song, story)
Provide an example from their own life, from a known story, song, show.
Identify characteristics of (in a list, what is apart of this concept?)
Create your assessment!
Before you create your lessons!
Review:Who’s your audience?
What are the objectives?
How/What ways can students show that they have met those objectives or learning goals?
What will it look like if they only partially meet those goals?
Your task....
Create an assessment tool that can be used on one of your peers that is teaching this week
Go assess their students (or the instructor)
Report back on how it went and what you learned.
Dig in Deeper: Your task
In groups of 2 (1 group of 3), take the topic assigned to you and the standard and find the overlap.
www.corestandards.org
Pick one standard and brainstorm activities that would address that standard which you could use in your summer program.
(1)Reading: Literature, (2)Reading: Informational Text, (3)Reading: Foundational Skill, (4)Writing, Speaking & Listening, (5)Language
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