MASD Professional MASD Professional DevelopmentDevelopment

Assessment Prompts- Assessment Prompts- LEQ 2LEQ 2

LEQs LEQs 1.1. How can I create effective How can I create effective

assessment prompts for my assessment prompts for my lessons? lessons?

2.2. How do assessment prompts How do assessment prompts assist me in lesson development? assist me in lesson development?

3.3. How do assessment prompts How do assessment prompts assist me in gathering evidence assist me in gathering evidence of student learning?of student learning?

Before we begin with LEQ Before we begin with LEQ 2…2…

Thanks for the feedback you provided and Thanks for the feedback you provided and please remember to help your facilitator please remember to help your facilitator generate a list of questions for us to generate a list of questions for us to address during the next Professional address during the next Professional development session.development session.

Facilitators should send this list to Dr. Leidy Facilitators should send this list to Dr. Leidy once they have been compiled.once they have been compiled.

There were several questions from last There were several questions from last time that Dr. Leidy and Julie Huff feel need time that Dr. Leidy and Julie Huff feel need to be addressed before we proceed.to be addressed before we proceed.

Question 1:Question 1:

What’s the difference between the APs What’s the difference between the APs at the top of the lesson, and the ones at the top of the lesson, and the ones at the bottom of the lesson?at the bottom of the lesson?

The APs at the top of the page are to be The APs at the top of the page are to be written in KUD form (the “what”) and written in KUD form (the “what”) and the ones at the bottom are to be written the ones at the bottom are to be written in a way that drives your formative in a way that drives your formative assessment (the “how”).assessment (the “how”).

More later!More later!

Question 2:Question 2:

How is distributed practice different How is distributed practice different than using Assessment prompts?than using Assessment prompts?

In a skill based lesson, you may have a In a skill based lesson, you may have a lot of informal distributed practice, but lot of informal distributed practice, but few formal checks for understanding - few formal checks for understanding - APs will help you to design a tool through APs will help you to design a tool through which you gather the formative which you gather the formative assessment data that drives future assessment data that drives future instruction.instruction.

LEQ 2: LEQ 2: How do assessment How do assessment prompts assist me in lesson prompts assist me in lesson development? development?

AP1: Assessment prompt tasks are AP1: Assessment prompt tasks are ordered within a lesson according to ordered within a lesson according to the most logical flow of student the most logical flow of student learning.learning.

AP2: Teachers must determine a AP2: Teachers must determine a question or task to elicit evidence of question or task to elicit evidence of student learning.student learning.

AP3: Students apply what they have AP3: Students apply what they have learned during a lesson in an learned during a lesson in an assignment.assignment.

Formal DefinitionFormal Definition

Assessment Prompts are Assessment Prompts are designed to designed to gather evidencegather evidence of learning of learning throughout the throughout the lessonlesson and to help teachers and to help teachers

adjust future instructionadjust future instruction to to meet the needs of the meet the needs of the

students.students.

Lesson ActivationLesson Activation

Read the vignette provided by your Read the vignette provided by your facilitator, then discuss it with a facilitator, then discuss it with a partnerpartner before you co- before you co-write the write the

answers to the questions on the back answers to the questions on the back of the passage.of the passage.

You will have 7 minutes for this activity- You will have 7 minutes for this activity- at that time, the presentation will at that time, the presentation will

commence automatically.commence automatically.

Where did the teacher go Where did the teacher go wrong?wrong?

Formative assessment was not an Formative assessment was not an important part of the planning important part of the planning process.process.

The students could not be helped to The students could not be helped to find a focus in the lesson. find a focus in the lesson.

Content and activities unrelated to the Content and activities unrelated to the objective were included. objective were included.

The student engagement that was The student engagement that was planned for was of a very low level.planned for was of a very low level.

How do APs assist you in the How do APs assist you in the planning process?planning process?

They force you to think according to the They force you to think according to the Wiggins/McTighe Backwards Design Model.Wiggins/McTighe Backwards Design Model.

1.1. Identify what students need to Know, Do Identify what students need to Know, Do and Understand.and Understand.

2.2. Plan instruction that prepares them to Plan instruction that prepares them to demonstrate this knowledge, demonstrate this knowledge, understanding and skill prior to the understanding and skill prior to the assessment.assessment.

3.3. Assess their competency at critical stages Assess their competency at critical stages to determine if upcoming instruction needs to determine if upcoming instruction needs to be adjusted.to be adjusted.

How do APs assist you in the How do APs assist you in the planning process?planning process?

If I know that students are going If I know that students are going to need to know an important to need to know an important term to answer my LEQ, it’s term to answer my LEQ, it’s natural to stop and check for natural to stop and check for understanding of that term before understanding of that term before I move on to deeper I move on to deeper understanding or application.understanding or application.

For example…For example…Here are a set of related standards that I thought Here are a set of related standards that I thought might feed into an LEQ regarding DNA.might feed into an LEQ regarding DNA.

– Explain that the information passed from parents Explain that the information passed from parents to offspring is transmitted by means of genes to offspring is transmitted by means of genes which are coded in DNA molecules.which are coded in DNA molecules.

– Explain the basic process of DNA replication.Explain the basic process of DNA replication.– Describe the basic processes of transcription and Describe the basic processes of transcription and

translation.translation.– Explain how crossing over, jumping genes, and Explain how crossing over, jumping genes, and

deletion and duplication of genes results in deletion and duplication of genes results in genetic variation.genetic variation.

– Explain how mutations can alter genetic Explain how mutations can alter genetic information and the possible consequences on information and the possible consequences on resultant cells.resultant cells.

These words look These words look important…important…

……so I had better remind myself to address so I had better remind myself to address them in my teaching.them in my teaching.

– Explain that the information passed from Explain that the information passed from parents to offspring is transmitted by parents to offspring is transmitted by means of means of genesgenes which are which are codedcoded in in DNADNA molecules.molecules.

– Explain the basic process of DNA Explain the basic process of DNA replicationreplication..

– Describe the basic processes of Describe the basic processes of transcriptiontranscription and and translationtranslation..

– Explain how Explain how crossing overcrossing over, , jumping jumping genesgenes, and , and deletiondeletion and and duplicationduplication of of genes results in genes results in genetic variationgenetic variation..

– Explain how Explain how mutationsmutations can alter genetic can alter genetic information and the possible consequences information and the possible consequences on resultant cells.on resultant cells.

As it turns out, these standards deal with As it turns out, these standards deal with two areas: the form / use of genetic two areas: the form / use of genetic

information AND the process by which information AND the process by which mutations result in genetic variation.mutations result in genetic variation.

If I tried to write just one LEQ, I’d probably need If I tried to write just one LEQ, I’d probably need more than 4 assessment prompts to address all of more than 4 assessment prompts to address all of the lingo contained in these standards- so they the lingo contained in these standards- so they should probably be distributed into at least 2 should probably be distributed into at least 2 LEQs.LEQs.

The first three standards are common to the The first three standards are common to the form / usage of genetic information, so I’ll choose form / usage of genetic information, so I’ll choose just those for my first question.just those for my first question.

When I write my LEQ, it will need to be broad When I write my LEQ, it will need to be broad enough to deal with all of these ideas, so many of enough to deal with all of these ideas, so many of the details from the standards will only be the details from the standards will only be apparent in my assessment prompts.apparent in my assessment prompts.

LEQ: How does DNA’s form allow for the LEQ: How does DNA’s form allow for the efficient use of genetic information in the efficient use of genetic information in the production of protein molecules?production of protein molecules?

AP1: (KNOW) Genetic information is AP1: (KNOW) Genetic information is codedcoded into into DNADNA, and organized into , and organized into subunits called subunits called genesgenes..AP2: (UNDERSTAND) The structure of AP2: (UNDERSTAND) The structure of DNA allows it to be easily copied DNA allows it to be easily copied during the process of during the process of replicationreplication..AP3: (DO) AP3: (DO) TranscribeTranscribe DNA into RNA, DNA into RNA, then then translatetranslate that code into a that code into a sequence of amino acids to form a sequence of amino acids to form a polypeptide. polypeptide.

How do I plan my instruction How do I plan my instruction according to these prompts?according to these prompts?

Focus on the learning specified in your APs.Focus on the learning specified in your APs. Design graphic organizers that help your Design graphic organizers that help your

students to document what they have students to document what they have learned along the way.learned along the way.

Build formal checks for understanding in at Build formal checks for understanding in at each point where a KUD learning should be each point where a KUD learning should be apparent.apparent.

Determine how you will go about assessing Determine how you will go about assessing their knowledge, understanding, or skill and their knowledge, understanding, or skill and plan for the student activity that will allow plan for the student activity that will allow them to succeed.them to succeed.

What does the learning look What does the learning look like?like?

Written in KUD format What will you accept as evidence of learning?

AP1: (KNOW) Genetic AP1: (KNOW) Genetic information is information is codedcoded

into into DNADNA, and , and organized into organized into subunits called subunits called

genesgenes..

Using their class notes as a guide, students will

correctly label a diagram showing the structure of DNA. Accuracy will be

evaluated by pair checking with teacher as

facilitator.

Facilitators, please help!Facilitators, please help!

Pass out the Assessment Prompt Pass out the Assessment Prompt Planning worksheet so that teachers Planning worksheet so that teachers can refer to the sample during the can refer to the sample during the next segment.next segment.

The presentation will commence in 1 The presentation will commence in 1 minute!minute!

Lesson SummaryLesson SummaryStep 1: Review the Example on the Planning Step 1: Review the Example on the Planning

worksheet provided by your facilitatorworksheet provided by your facilitatorStep 2: On the other side of the example, enter the Step 2: On the other side of the example, enter the

LEQ you were asked to bring in the space LEQ you were asked to bring in the space provided at the top of the page.provided at the top of the page.

Step 3: Write assessment prompts for your LEQ in Step 3: Write assessment prompts for your LEQ in the KUD form in the first column, then develop the KUD form in the first column, then develop checks for understanding to be placed in the checks for understanding to be placed in the second column- second column- please do this quietly and please do this quietly and independently!independently!

Step 4: Trade with a partner, and ask, “Is it realistic Step 4: Trade with a partner, and ask, “Is it realistic that she/he could gather evidence in this way?”that she/he could gather evidence in this way?”

Step 5: Discuss what you have seen with your Step 5: Discuss what you have seen with your partner and beyond.partner and beyond.

In the following professional In the following professional development hour of CPPD, we’ll be development hour of CPPD, we’ll be working on the remaining question:working on the remaining question:

3.3. How do assessment prompts assist How do assessment prompts assist me in gathering evidence of student me in gathering evidence of student learning? learning?

If you need assistance in the development of your assessment prompts, ask…

SOMEBODY!

This professional development This professional development will self destruct in…will self destruct in…

10 seconds