Part II of IDM:TasksDr. Kathy Swan | UKYDr. John Lee | NCSUArkansas6.2015

Assessment in IDM

• Summative Performance Tasks• Formative Performance Tasks• Modular Performance Tasks– Summative Extensions/Adaptations– Taking Informed Action

Tasks in IDM• Summative Performance Tasks• Formative Performance Tasks• Modular Performance Tasks

– Staging the compelling question

– Summative extensions/adaptations

– Taking informed action

• Tasks are demonstrations of student understanding;

• What is the evidence students will provide to ensure they understand material?;

• Tasks are not instructional strategies; although teachers will need to think about these.

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.

Uncle Tom’s Cabin: Can words lead to war?

Argument stems:

• Words can lead to war when words , such as the words in Uncle Tom's Cabin, help people to express their disagreements with others.

• The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom's Cabin.

• It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.

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.

• These formative tasks often follow a skill progression of increasing complexity.

Your TaskUsing 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, discuss the ways that the formative performance tasks help students make a coherent, evidenced based argument.

Content and Pedagogical Logic

Was the French Revolution successful?Argument stems:

• The French Revolution was successful because it gave many citizens a taste of liberty, equality, and power, however briefly it lasted.

• The French Revolution was unsuccessful because it led to several rapid changes of regime, culminating in military dictatorship, the Napoleonic Empire, and the restoration of the monarchy.

• The French Revolution was successful in changing the tax code between the Three Estates, abolishing feudalism, and redistributing land from the Church to the state. Although the Revolution addressed some of the prerevolutionary problems, the successes came at a very high price.

Early revolutionary gains

Rise of Napoleon

Reign of Terror

Content Markers

For a sound argument, students would need to practice with:

Content• Life before revolution• Early revolutionary gains

– Redistribution of land– Abolishing feudalism– Changing tax code– Declaration of Rights of Man

and Women• Reign of Terror• Rise of Napoleon

Skills • Reading and evaluating sources• Making claims using evidence• Making counterclaims using

evidence• Chronological thinking and

causation and • Constructing arguments

Example: Was the French Revolution successful?

Exercise Driven v. Activity Driven Curriculum

Examples of Formative Task Sequence

What do the buried secrets of Tenochtitlan tell us about the Aztecs?

Should we call it the Silk Road?

Should corporations have a conscience?

Why is the Affordable Care Act so controversial?

1. List key features from maps; describe how each answers SQ

2. Write description of three archeological artifacts

3. Develop chaînes opératoires for econ. innovations.

4. Develop claim about Tenochtitlan demise.

1. Create map of commodities

2. Write paragraph on silk market

3. Create a T-chart of culture-tech shared.

4. Propose different name for the Silk Road; cite reasons

1. Create classroom definition of (CSR).

2. Prepare for SAC- create notecards summarizing benefits

3. Prepare for SAC- create notecards summarizing concerns

1. Create uninsured graphic depiction

2. List key components of ACA; write summary goals + challenges par.

3. Perform court case reader’s theater; write a par. for and against

4. Develop claim about why ACA is still controversial.

IDM Lab™

Your task• Work on your summative performance task. Write

argument stems.• Use argument stems to make a list of content and skills

needed.• Write formative performance tasks.

– Think increasing complexity of tasks.– Make sure to cover all content and skills.– See list of formative tasks in Toolkit project.

(c3teachers.org/arkansas)

Modular Performance Tasks

• Summative Extensions• Taking Informed Action

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.

Exam

ple

s of

Sum

mati

ve

Exte

nsi

on

s

Taking Informed ActionWhere the magic happens.

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

Taking Informed Action

Research Issue relevant to Inquiry

Identifying the problem(s) and possible civic

action(s)

Organizing a boycott

Organizing a fundraising event for an issue/cause

Circulating a petition

School Newspaper Special Issue

Organizing a school assembly

Uploading a PSA to a website

Bringing stakeholders together for a classroom

forum.

Write a letter to an editor

Complexity of the Effort

Locu

s of

Acti

vity

Understand Problem Assess Options

Clas

sroo

mSc

hool

IDM™ Taking Informed Action

Com

mun

ity

Apply Action

Example of Taking Informed Action

Example of Embedded Action

A Conversation:What are challenges to

incorporating Taking Informed Action? How do

we overcome these challenges?

IDM Lab™

Your task

• Work on Summative Extension & Taking Informed Action tasks.