Upload
edwin-harrington
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
What do we want to know about what kids know?
• Content Knowledge• Conceptual Knowledge• Skills:– Disciplinary Skills– Inquiry Skills– Literacy Skills– Technology Skills
Your task• Evaluate the documentary: Speak Truth to
Power winning video by Kailash Satyarthi, a middle school student– http
://www.speaktruthvideo.com/2014-winners.html
• Parse it for:– Content Knowledge– Conceptual Knowledge– Skills
How do we know what students know?
Content Knowledge Conceptual Knowledge
Skills (Disciplinary, Inquiry, Literacy, Technology)
Task Debrief/Discussion:
• What does this student know? What content, concepts, or skills are evident from the documentary?
• What doesn’t she know? What content, concepts, or skills are not present?
• Are digital documentaries/videos a valid form of assessment? What are the affordances and constraints of the medium as a form of assessment?
Assessment is limited by…..• Ability to communicate (visually, orally, in written
form);• Age and experience with task;• Engagement in the task;• Context (hungry, tired, distracted, etc.);• The assessment itself (What does it intend to
measure? What can it actually tell us? Is it valid?)
• However, teachers still need to assess.
Assessment in IDM
• Summative Performance Tasks• Formative Performance Tasks• Modular Performance Tasks– Summative Extensions/Adaptations– Taking Informed Action
IDM follows C3 Inquiry Arc
If students are asked a COMPELLING QUESTION….
Students answer in the form of a SUMMATIVEARGUMENT
What is an argument?
An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.
As arguments become more sophisticated, students might include counterclaims.
Your task• Consider the elements of a coherent,
evidenced based argument as outlined in the 7th Grade Uncle Tom’s Cabin Inquiry.– Can words lead to war? Construct an argument
that discusses the impact of Uncle Tom’s Cabin using specific claims and relevant evidence from historical sources while acknowledging competing views.
• Take a minute and write down the key elements that you would use to evaluate the argument.
Discussion:
• What elements make a coherent argument about Uncle Tom’s Cabin?
• How should we support students in making a coherent argument?
IDM follows C3 Inquiry Arc
If students are asked a COMPELLING question……
Students answer in the form of a SUMMATIVEARGUMENT
In the middle are theFORMATIVE TASKS(Content and Skills)
Formative Performance Tasks
• In order to make a coherent and evidenced-based argument, – students need practice with argumentation skills;– students need a strong content/conceptual
foundation;
• This is where we get into formative work—there is no “gotcha” summative assessment.
• These formative tasks are framed by the supporting questions.
*Note: These formative tasks often follow a skill progression of increasing complexity.
Your Task
Using the excerpted blueprint on the last slide, examine the formative performance tasks in the 7th grade Uncle Tom’s Cabin Inquiry in relationship to the summative task.
In small groups, make a list of the ways that the the formative performance tasks help students make a coherent, evidenced based argument.
Summative Extensions
• Additional or alternative ways for students to express their arguments.
• In keeping with C3 Framework: D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
• Included in all annotated inquiries.
Taking Informed Action
• Ways for students to civically engage with the inquiry.
• Sometimes action is embedded in summative performance task.
• In keeping with C3 Framework,– Step 1: Understand the problem– Step 2: Assess the problem– Step 3: Take Action on the problem
IDM Taking Informed Action
Complexity of the Effort
Locu
s o
f A
cti
vit
y
Research Issue relevant to Inquiry
Identifying the problem(s) and possible civic
action(s)
Understand Problem Assess Options Apply Action
Clas
sroo
mSc
hool
Com
mun
ity Organizing a boycott
Organizing a fundraising event for an issue/cause
Uploading a PSA to a website
Circulating apetition
Write a letter to an editor
School Newspaper Special Issue
Organizing a school assembly
Bringing stakeholders together for a
classroom forum.
Summary of Session 2: Tasks
• Evaluating the content and conceptual knowledge as well as skills that make up the social studies is tricky business.
• IDM features a variety of performance tasks that are outlined within the inquiry.
• These tasks include a: – consistent summative argument across all inquiries;– series of formative performance tasks that prepare
students for the summative tasks;– additional modular performance tasks that allow
students to express their arguments creatively and to engage civically.
IDM Conceptual Framework: Tasks
• The purpose of assessment is for learning (#5)
• Students are active learners within an inquiry (#4).
• Content knowledge and disciplinary skills are integrated within an investigation (#3).
• Students need opportunities to practice engaged citizenship (#7)
• Social studies shares in the responsibility for literacy (#8).