Syllabus · Web viewPlease complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website. Title of Course: Understanding

After School Professional Development ProgramZoe Souliotis-Foley, Director [email protected]

Course Syllabus Template3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours

Summer 2015: July 6, 2015 – August 17, 2015

Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.

Title of Course: Understanding Assessment and Grading for Student AchievementCourse Code:Registration Close Date:________________________________________Course Location: Online course, accessible at www.kdsi.org/NYCInstructor’s Name: Sophia ThwaitesInstructor’s Telephone #: 1800 728 0032

E-mail: [email protected]

Course Begins: July 6, 2015 Course Ends: August 17, 2015 Total Hours: 36Educational Partner Fee: $174.00

Materials Fee (if applicable):

In one sentence what is the focus of this course? Educators will learn effective assessment strategies that promote proficiency in essential standards.

What will teachers know and be able to do as a result of taking this course? (50 words or less) Educators will use formative assessment to improve student learning, use backward design principles to design instruction and assessment, provide effective feedback, balance assessment plans, embrace standards-based grading, and produce quality grades that are accurate, consistent, meaningful, and supportive of learning.

This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7

This course will meet at the following times: Start time: 24/7_____________End time: 24/7________

The maximum number of students this class can permit: 999___________________________ _____

Target Grade Level(s): K-12 Content Area(s): Methodology

Specific Content Area(s): (Identify one to two specific content areas) □ Arts □Academic Intervention □Accountability □ ELL □English Language Arts □Guidance □Health/Physical Ed. □Intervention □Mathematics □Mentoring X Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area

mailto:[email protected]


Course Information

Course Description1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.

Expert educational consultants Damian Cooper and Ken O’Connor argue the necessity of rethinking assessment practices to help all students learn and to become more efficient. Participants will analyze their current practice and begin to implement improvements based on careful distinction between assessment for learning vs. assessment of learning. Mr. Cooper’s strategies will facilitate for teachers such critical tasks as routinely sharing learning goals with students, providing examples of excellence (e.g., through rubrics), promoting collaborative work and self- and peer-assessment, and providing feedback that both informs students how to improve and allows them the time and space to do so. Ken O’Connor joins Mr. Cooper in the final two video units of the course to explore the critical distinctions between formative assessment and summative grades and to ask and answer such questions as whether grades promote learning at all; when, what, and how to grade; and what functions grades can serve in a standards-based system. Interviews with teachers, classroom footage, and text-based units punctuate the presenters’ key points throughout and provide examples of their theories in practice. The goal of effective assessment strategies is to bring all students to proficiency in every standard identified as essential. This course will prepare educators to embed assessment in instruction so as to increase their understanding of what their students need—all their students, including African-Americans, Latinos, and low-income students—and design instruction that meets those needs, helps close the achievement gap, and contributes to a culture of achievement. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

The Danielson components that apply to this course are Domain 3: Instruction Competency d: Using Assessment in Instruction. Participants will learn how to use assessments to inform both themselves and their students of students’ progress toward specifically identified or articulated standards and to modify instruction as necessary in response to those assessments. Participants’ students will learn to self- and peer-assess while they learn, not after. One of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students. Participants can use the CCSS in Literacy, for example, to define teaching objectives that promote the reading of both informational and literary texts, domain-specific texts, and increasingly complex texts. They can use the Standards to help students refer to the text as they answer questions, incorporate different sources into their writing, and use academic vocabulary. The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2:Modeling has been found to be highly effective in helping teachers understand a new practice, so we



use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.

Integration of Danielson Framework2. Identify and explain how your course will deepen participant understanding of one to two components in Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).

3 d: Using Assessment in Instruction

Participants will learn how to use assessments to inform both themselves and their students of students’ progress toward specifically identified or articulated standards and to modify instruction as necessary in response to those assessments. Participants’ students will learn to self- and peer-assess while they learn, not after.product.

Integration of Standards3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)

A Framework for Teaching3d: Instruction: Using Assessment in Instruction

Common Core State Standardso One of the goals of this course is to help teachers understand what standards-based

assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students.

o Participants can use the CCSS in Literacy, for example, to define teaching objectives that promote the reading of both informational and literary texts, domain-specific texts, and increasingly complex texts. They can use the Standards to help students refer to the text as they answer questions, incorporate different sources into their writing, and use academic vocabulary.

Pedagogical Approach4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?



The learning experience we offer to adult learners includes:

Instruction (40%)- 20 hours

Coaching (20%) - 10 hours

Practice (40%) - 20 hours

Video Instruction Video modeling and

classroom demonstrations

Professional Readings

Video Coaching Expert feedback on

Learner Reflections Discussion and

collaboration with peers Feedback on application

projects facilitated by online coaches

Resources for Facilitation

Interactive activities Application scenarios

(checks for understanding) Mid-course project (3 grad) Final capstone project (3

grad) Application Toolkit

(resources for classroom use)

KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. KDS differentiates instruction for learners in multiple ways, including learning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).

At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field.

Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content.

To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including courses that can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career.



KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals.

The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP allows learners to identify and connect with recognized experts within your system of schools on an on-going basis.

Structural components of Courses

Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding.

Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment.

Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.

Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work.

Application Toolkit:The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom.



Video Components

Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below.

Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.

Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:

Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.

Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.

Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.

Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.

Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.

Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.

Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action.

Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction.



Participant Application5. All courses must show how participants will link their learning to their own classrooms. Describe how your course will do this.

Participants who complete this course will link learning to their classrooms, and will bring the following back to their classrooms and/ or teaching practice:

Participants bring their learning goals to their students Evaluate their current assessment practice in the context of Black and Wiliam’s research findings Outline their missions as educators and begin to align their assessment practice accordingly Distinguish between formative assessment—for learning—and summative assessment—of

learning Strategies to facilitate effective formative assessment Employ the stages of backward design Distinguish essential learning/big ideas/essential questions/enduring understandings from topics

—and structure their instruction and assessment accordingly Create multiple tasks for students that produce multiple—and varied—evidence of student

learning Balance their assessments Design and implement purposeful, relevant performance tasks for their students Explore and improve their practice at differentiation of instruction and assessment Teach to students’ zones of proximal development Use Mr. Cooper’s strategies to move all students toward achievement Strategies to align instruction to students’ zones of proximal development Share learning goals with students Communicate standards to students Engage students in self- and peer-assessment Employ questioning techniques that include all students and promote understanding Provide individual feedback that informs students how to improve Provide opportunities for students to make use of this feedback to improve specific work Strategies to collaborate with students in the assessment process Design and implement rubrics into instruction and assessment Arrange and participate in moderated marking in order to achieve grade consistency Hold summative conferences with students to promote students’ self-knowledge, self-

appreciation, and sense of power and authority Formative assessment when appropriate Summative assessment when appropriate Determine when, whether, and how to grade students’ work Keep all students learning through essential tasks outlined by Mr. Cooper Communicate around the issue of grades (or levels of proficiency in place of grades) with parents Distinguish between growth, progress, or achievement when they grade Separate academic from behavior issues in their grades Improve the quality of their grades

Assessment and Feedback



6. Explain what assignments and assessments participants will be responsible for, and how their work will be evaluated throughout the course. How will formative and summative feedback be provided? Include examples of evidence you will collect that demonstrate how participant learnings will directly impact their students’ learning (e.g., projects, collections of student work, presentations, etc.). Please note: A midterm and a final (projects, journals, papers) must be administered as per the “P” In-Service Course Guidelines.

Participants’ work will be evaluated through a variety of assignments and assessments. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback.

Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4)

Checks for understanding

65% or below 66-79% 80-89% 90-100%

Reflection Question

Participant has included little to no content indicating consideration and comprehension of course content.

Participant has not addressed the questions posed.Participant has copied from the course transcript without synthesis or analysis.

Participant has included little that indicates consideration and comprehension of course content.

Participant has answered most questions directly but some too briefly.

Participant has included appropriate content from the course content.

Participant has made thoughtful comments in direct response to the prompts.

Participant has provided rich detail and supporting examples from the course content.

Participant has made responses to prompts personally meaningful and relevant to his or her teaching practice.

Participants will also be evaluated based on the work they produce for the Mid-course Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Mid-course Project (See Session #7 for a complete description of the Mid-course Project), participants will improve instructional outcomes for students by empowering parents/guardians to support their child’s learning and



engagement with the ELA CCSS. This project will also deepen Educators’ knowledge of instructional shifts, which will ultimately impact student learning.

Mid-course Project Evaluation Rubric:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of lesson plan(25%)

Develops a standards-based lesson plan that lacks several critical components.

Develops a standards-based lesson plan that lacks one critical component.

Develops a standards-based lesson plan that includes all critical components.

Develops a standards-based lesson plan that includes clear and concise components and demonstrates planning mastery.

Text selection(25%)

Selects a text for the lesson, but is not clear about how it relates to building standards mastery.

Selects a text for the lesson but loosely aligns it to demands of the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards.

Selects a text for the lesson and includes a rationale and clear connection to the standards. Includes additional texts that can scaffold the learning for all students.

Assessment(25%)

Identifies a less rigorous assessment for the lesson and is not clear about how it measures mastery.

Identifies a broad assessment for the lesson that is too narrow to inform next steps.

Identifies a rigorous assessment that clearly measures student learning and informs next steps.

Identifies a rigorous assessment that clearly measures student learning and collects relevant data points for instruction.

Reflection on practice(25%)

Provides a narrow reflection on strengths and changes from lesson implementation.

Provides a brief reflection on strengths and changes from lesson implementation.

Provides a thorough reflection on strengths and changes lesson implementation.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Mid-course Project Performance Summary

Total Score _______/100%

Qualitative feedback:

Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #13 for a complete description of the Final Capstone Project), course



participants will be able to improve student outcomes by providing learners with a rigorous, Common Core State Standards-aligned English Language Arts learning experience. This learning experience will expose students to texts from different genres and will address multiple standards and instructional shifts. Assessments will be used to provide intervention in real time when necessary, and the needs of diverse student learners will drive differentiated instruction. The Common Core State Standards, when effectively implemented, increase student achievement by consistently increasing the complexity of learning opportunities and challenging students to steadily improve their skills, leading to college and career readiness by the end of high school.

Final Capstone Project Evaluation Rubric:

Project component

Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score

Quality of anchor papers(25%)

Develops anchor papers that lack several critical components.

Develops anchor papers that lack one critical component.

Develops anchor papers that include all critical components.

Develops anchor papers that include clear and concise components and demonstrates planning mastery and could be an exemplar.

Learning tracker(25%)

Provides a short and broad list of skills and steps needed to complete assignment.

Provides a broad list of skills and steps needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment.

Provides specific skills and list of content knowledge needed to complete assignment. Provides process steps that could translate into a lesson plan.

Reflection on practice(25%)

Provides a narrow reflection on knowledge demands from designing anchor papers.

Provides a brief reflection on strengths and changes from designing anchor papers.

Provides a thorough reflection on strengths and changes made from designing anchor papers.

Provides a comprehensive reflection on strengths and changes from lesson implementation and provides action steps.

Quality of capstone application(25%)

Demonstrates little understanding of standards-based writing assignment.

Demonstrates some understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment.

Demonstrates understanding of standards-based writing assignment and show clear steps for translating the CCSS writing expectations.

Final Capstone Project Performance Summary



Total Score _______/100%

Qualitative feedback:Grades

7. Explain how the final grade will be calculated, including how much each graded assignment will be weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). Attach rubrics for any assignments as an appendix to this syllabus.

Grading Policy (using rubric 1-4 scale system)

Percentage of Course Credit

Total grade for the course is a culmination of performance grades.

Course grade is determined by the following:

A: 3.4 – 4.0 Reflections 15%

B: 2.7 – 3.3 Checks for Understanding 25%

C: 2.0 – 2.6 Mid-course Project 25%

F: <2.0 Final Capstone project 35%

CalendarSession # 1Date: self-paced Time: self-pacedNumber of hours for this session: 1 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Setting Learning Goals

KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.)

Assignments due:

A Reflection Question, which occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.


http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm

http://charlottedanielson.com/theframeteach.htm


A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Check for Understanding, which assess a participant’s learning at the end of each unit.

Readings (See resources section)

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goal:

To set student learning goals

Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.

Participants consult standards Participants create learning goals

Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?

Participants bring their learning goals to their students

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). NYC Teacher Effectiveness site (at

http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/



http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm

http://charlottedanielson.com/theframeteach.htm


default.htm). (Participants may also draw from existing classroom data they have collected from pretests and

CalendarSession # 2Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Rethinking Assessment for the 21st Century

In this unit, Damian Cooper outlines his two critical goals for assessment in the 21st century: to use assessment to help all students learn and to render the practice of assessment more efficient for teachers. Participants will consider their current processes and begin to analyze how and whether those processes advance student learning and are consistent with their missions as educators. They will learn the definitions and different uses of different assessment types, including pre-assessment (or diagnostic), formative, and summative. They will prepare themselves to improve their practice in terms of providing effective feedback to students, adjusting their instruction in response to assessment, recognizing the influence of assessment on students’ motivation and self-esteem, and preparing students to self-assess to effect their own improvement.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals:After completing this unit, educators will know:

Different types of assessment and their different uses Formative assessment as a tool to promote learning Black and Wiliam’s’ research findings about what makes assessment effective




Standards:A Framework for Teaching3d: Instruction: Using Assessment in Instruction

Common Core State StandardsOne of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students.

Participants can use the CCSS in Literacy, for example, to define teaching objectives that promote the reading of both informational and literary texts, domain-specific texts, and increasingly complex texts. They can use the Standards to help students refer to the text as they answer questions, incorporate different sources into their writing, and use academic vocabulary.


Video Reflection prompts Discussion forum Quiz


Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?After completing this unit, educators will apply the following skills:

Evaluate their current assessment practice in the context of Black and Wiliam’s research findings Outline their missions as educators and begin to align their assessment practice accordingly Distinguish between formative assessment—for learning—and summative assessment—of learning

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom,



e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.


CalendarSession # 3Date: Varies Time: VariesNumber of hours for this session: 1 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Required reading:

Marzano, Robert J. Formative Assessment & Standards-Based Grading. Marzano Research Laboratory. 2010.

Participants read chapter 2, “The Anatomy of Formative Assessment,” in the above and respond to reflection prompts.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals:

To explore types of classroom assessments To explore uses of classroom assessments



Standard: A Framework for Teaching

3d: Instruction: Using assessment in instruction


Text Reflection prompts Discussion forum




Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation. Required reading:


Participants read chapter 2, “The Anatomy of Formative Assessment,” in the above and respond to reflection prompts.

CalendarSession # Date: self-paced Time: self-paced



Number of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Article: “Inside the Black Box: Raising Standards Through Classroom Assessment”

Assignments due:






To understand what needs to be addressed to make formative assessment facilitate students’ learning







Text Reflection prompts



Strategies to facilitate effective formative assessment



Black, Paul and Dylan Wiliam. “Inside the Black Box: Raising Standards Through Classroom Assessment”: http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf

CalendarSession # 5Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Program Planning with the End in Mind

In this unit, Mr. Cooper offers Wiggins and McTighe’s backward design model as the foundation for


http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf


developing and employing affective assessment. Backward design, Mr. Cooper notes, enables teachers to share the process of developing assessment with their peers (making it less private, more public, and therefore both more accurate and more consistent for students). Participants learn to identify what’s essential for students to learn and to design assessment tasks and assessment tools accordingly. They consider the different kinds of data (or evidence) students can produce to illustrate their understanding of the essential knowledge and skills.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.After completing this unit, educators will know:

The structure and purpose of backward design How to determine the essential skills and knowledge their students need to learn What counts as evidence of student learning










Employ the stages of backward design Distinguish essential learning/big ideas/essential questions/enduring understandings from topics—

and structure their instruction and assessment accordingly Create multiple tasks for students that produce multiple—and varied—evidence of student learning


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Recommended texts:

Tomlinson, Carol Ann and Jay McTighe, Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids (2006). ASCD.

Wiggins, Grant and Jay McTighe, The Understanding by Design Guide to Creating High-Quality Units (2010). ASCD.

Wiggins, Grant and Jay McTighe, Schooling By Design: Mission, Action, and Achievement (2007). ASCD.



Wiggins, Grant and Jay McTighe, Understanding by Design, Expanded 2nd Edition (2005). ASCD.

Wiggins, Grant and John L. Brown, Making the Most of Understanding by Design (2004). ASCD.

CalendarSession # 6Date: Varies Time: VariesNumber of hours for this session: 5 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.

Required reading:

McTighe, Jay and Grant Wiggins. Understanding by Design. Expanded 2nd Edition. ASCD. 2005. (Available through www.ascd.org for $32.95)

Participants read the introduction and chapters 1, 2, 3, 5, 6 in the book above and respond to reflection questions.Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals

To learn to design learning experiences that facilitate comprehension and application To learn to use templates for creating curriculum units based on the backward design To learn how to frame the “big ideas” To learn to develop the “essential questions” that form the foundation of high-quality curriculum

and assessment To extend teachers’ toolbox of instructional approaches for obtaining the desired results of a lesson


http://www.ascd.org/





Text-based units Reflection questions





Required reading:


Participants read chapters 1, 2, 3, 5, and 6 in the book above and respond to reflection questions.

CalendarSession # 7Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”




Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Balanced Assessment

In this unit, Mr. Cooper guides participants in the crafting of a balanced assessment plan, in which students write, do, and say to illustrate what they are learning. Participants will study how to assess their learning targets with tasks that involve students in authentic, real-world problem solving. They will learn to improve their performance tasks by incorporating interaction into activities, as well as on-the-spot thinking and application of the knowledge and skills students are developing.

Assignments due:






What constitutes a balanced assessment plan What constitutes a purposeful, relevant performance task



Participants can use the CCSS in Literacy, for example, to define teaching objectives that promote the reading of both informational and literary texts, domain-specific texts, and increasingly complex texts. They can use the Standards to help students refer to the text as they answer questions, incorporate different



sources into their writing, and use academic vocabulary.





Balance their assessments Design and implement purposeful, relevant performance tasks for their students



Recommended text:

Burke, Kay. Balanced Assessment: From Formative to Summative. 2010. Solution Tree.Available at http://www.solution-tree.com/authors/kay-burke/balanced-assessment.html$24.95


http://www.solution-tree.com/authors/kay-burke/balanced-assessment.html


CalendarSession # 8Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Connecting Assessment with Instruction

Mr. Cooper begins this unit by exploring assessment in differentiated classrooms, including those containing struggling students. He introduces the notion of the zone of proximal development to help participants develop instruction and assessment that sufficiently challenges all children, without overwhelming them. He outlines how to differentiate for students’ different skill levels or interests, in order to help all students achieve proficient or exemplary achievement at their grade level.

Assignments due:





Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.

After completing this unit, educators will know:

Differentiated instruction and assessment The zone of proximal development The goals of each of the above


Common Core State StandardsOne of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State



Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students.






Explore and improve their practice at differentiation of instruction and assessment Teach to students’ zones of proximal development Use Mr. Cooper’s strategies to move all students toward achievement







Participants read chapter 3, “The Need for a New Scale,” in the above and respond to reflection prompts.

Assignments due:






To explore the legitimacy of the 100-point scale To explore a rigorous rubric-based approach To consider how to use and adapt existing assessments




Text



Reflection prompts Discussion forum



Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Required reading:


Participants read chapter 3, “The Need for a New Scale,” in the above and respond to reflection prompts.

CalendarSession # 10Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Article: “Simply Psychology: Zone of Proximal Development”

Assignments due:








To design instruction that challenges students by aligning with their zones of proximal development










Strategies to align instruction to students’ zones of proximal development



Mcleod, S. A. (2010). “Simply Psychology; Zone of Proximal Development.” Retrieved 26 January 2012, from http://www.simplypsychology.org/Zone-of-Proximal-Development.html

CalendarSession # 11Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Assessment that Promotes Learning

In this unit, Mr. Cooper introduces six questions about assessment for learning critical to the teacher’s success at promoting student achievement. Participants watch classroom footage to help highlight how answering “yes” to those questions improves a teacher’s practice and student learning.

Assignments due:






http://www.simplypsychology.org/Zone-of-Proximal-Development.html



Six questions about assessment for learning:o Do I routinely share learning goals with my students so they know where we are heading?o Do I routinely communicate to students the standards they are aiming for before they begin

work?o Do I routinely have students self- and peer-assess to improve their learning?o Does my questioning technique include all students and promote increased understanding?o Do I routinely provide individual feedback that informs students how to improve?o Do I routinely provide opportunities for students to make use of this feedback to improve

specific work?






Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have



learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.


Share learning goals with students Communicate standards to students Engage students in self- and peer-assessment Employ questioning techniques that include all students and promote understanding Provide individual feedback that informs students how to improve Provide opportunities for students to make use of this feedback to improve specific work





Participants read chapters 7-11 in the book above and respond to reflection questions.

Assignments due:


A Discussion Prompt, which involves a question that the learner may respond to and share via discussion




board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.



Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.Goals

To learn to design learning experiences that facilitate comprehension and application To learn to use templates for creating curriculum units based on the backward design To learn how to frame the “big ideas” To learn to develop the “essential questions” that form the foundation of high-quality curriculum

and assessment To extend teachers’ toolbox of instructional approaches for obtaining the desired results of a lesson







Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom,



e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.


Required reading:


Participants read chapters 7-11 in the book above and respond to reflection questions.

CalendarSession # 13Date: NOTE: Midterms may be submitted anytime but are due no later than 2 weeks after the final registration date. Time: self-pacedNumber of hours for this session: 5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Midterm

Plan a unit of study using Wiggins’ and McTighe’s backward planning model. Be sure to review the course to date to ensure that your essential outcomes are indeed essential, that you have a number of ways for students to communicate what they are learning (i.e., balanced assessments), and that you have developed different learning experiences to help students achieve each of the three essential outcomes.

Please do the following:1. Describe the unit of study in general terms. Describe the unit of study in general terms- i.e., what is

the overall subject at hand—e.g., poetic language—and what are the specific targets—e.g., how metaphors, personification, and amplification affect meaning in poetry.

2. Identify three essential outcomes related to the unit of study—i.e., what students need to learn—being careful to identify not concepts or topics alone but either broad generalizations about the topic or relationships between 2 or more relevant topics (aka “big ideas” or “enduring understandings”).

3. Determine appropriate assessments for each of those outcomes—i.e., assessments that will provide you evidence that your students have achieved the desired understandings.

4. Plan learning experiences for each of those outcomes and assessments that make such understanding possible.

5. If possible, implement the plan in the classroom.








CalendarSession # 14Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Article: “Collaborating with Students in the Assessment Process”

Assignments due:






To adopt strategies for collaborating with students in the assessment process










Strategies to collaborate with students in the assessment process





Cooper, Damian. “Collaborating with Students in the Assessment Process.” Orbit. Vol 36, No 2, 2006

Available under Resources in the eClassroom

CalendarSession # 15Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Communicating Performance Standards to Students

In this unit, Mr. Cooper explores rubrics, moderated (or collaborative) marking, and summative conferences for their benefits to students, particularly as methods of communicating performance standards both within individual classes and from class to class and grade to grade. Rubrics provide a descriptive roadmap to excellence, moderated marking develops consistent grading practices from teacher to teacher, and summative conferences enable teachers and students to do a careful analysis of a student’s achievement in relation to standards over the course of a semester or year.

Assignments due:






Rubric design and uses Moderated marking techniques The role and impact of summative conferences










Design and implement rubrics into instruction and assessment Arrange and participate in moderated marking in order to achieve grade consistency Hold summative conferences with students to promote students’ self-knowledge, self-appreciation,

and sense of power and authority

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the



use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.


CalendarSession # 16Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Article: “Not Everything that Counts Can Be Counted…”

Assignments due:






To distinguish between what learning tasks demand formative assessment and what tasks demand summative assessment


Common Core State StandardsOne of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess



their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students.






Formative assessment when appropriate Summative assessment when appropriate



Cooper, Damian. “Not Everything that Counts Can be Counted…” Available under Resources in the eClassroom



CalendarSession # 17Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Grading and Reporting, Part 1

In this first unit devoted to grading and reporting, Ken O’Connor joins Damian Cooper for a dialogue that concerns such questions as whether grading is essential to learning, what needs to be communicated to parents in a standards-based system, and how not only to engage all students in learning, but how to get them to complete all relevant tasks. They explore what makes grades quality (accuracy, consistency, meaningfulness, and supportive of learning) and how to achieve that quality both singly and with one’s peers.

Assignments due:






When, why, and how to use grades in a standards-based classroom What constitutes quality in relation to grades—and how to achieve that


Common Core State StandardsOne of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and



instruction for their students.






Determine when, whether, and how to grade students’ work Keep all students learning through essential tasks outlined by Mr. Cooper Communicate around the issue of grades (or levels of proficiency in place of grades) with parents


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Recommended reading:

Reeves, Douglas. Elements of Grading: A Guide to Effective Practice. 2010. Solution Tree.http://www.solution-tree.com/authors/douglas-reeves/elements-of-grading.html$24.95


http://www.solution-tree.com/authors/douglas-reeves/elements-of-grading.html


CalendarSession # 18Date: self-paced Time: self-pacedNumber of hours for this session: 1.75 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Grading and Reporting, Part 2

In this unit, Mr. Cooper and Ken O’Connor continue their in-depth consideration of the role of grading in students’ education. They delve deeper into the issue of consistency and its impact on student learning; discuss when grades measure growth, progress, or achievement; and explore what specifically makes grades meaningful to students and supportive of their learning. They also consider provocative questions about what to grade, whether and when to consider behavior, whether to give zeros, whether to allow late work, and other issues that can plague teachers in the classroom.

Assignments due:






More about what constitutes quality in grades How quality grading can affect student learning Different positions on some common questions teachers ask about assessment


Common Core State Standards



One of the goals of this course is to help teachers understand what standards-based assessment is. Throughout the course, teachers are asked to think about backwards planning and how they would assess their students based on the academic goals of each unit they teach. Using the Common Core State Standards for their grade level is the most efficient way to choose these goals and build assessments and instruction for their students.






Distinguish between growth, progress, or achievement when they grade Separate academic from behavior issues in their grades Improve the quality of their grades


Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Recommended reading:



Marzano, Robert J. Formative Assessment and Standards-Based Grading. 2009. Solution Tree.http://www.solution-tree.com/authors/robert-j-marzano/formative-assessment-standards-based-grading.html$29.95



Participants read chapter 6, “Grading and Reporting,” in the above and respond to reflection prompts.

Assignments due:






To explore what should be included in grades To develop skills in converting scores, standards-referenced reporting, and standards-based

reporting




http://www.solution-tree.com/authors/robert-j-marzano/formative-assessment-standards-based-grading.html







Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.Required reading:


Participants read chapter 6, “Grading and Reporting,” in the above and respond to reflection prompts.

CalendarSession # 20Date: self-paced Time: self-pacedNumber of hours for this session: 5 Assignments due today: See “Topics”Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session.Final



For your midterm, you planned a unit of study using Wiggins’ and McTighe’s backward planning model. For your final, you will take on three additional tasks in relation to that same unit of study. First, design a rubric to accompany that unit that can serve as both formative and summative assessment. Be specific about the criteria being measured, the levels of proficiency, and their descriptors. Second, after reviewing the course carefully, develop a plan to enhance your practice at providing feedback for students throughout the course of study. Third, propose how you would efficiently communicate information to parents and guardians about students’ growth, progress, and/or achievement in relation to the unit of study.

Please do the following:1. Design a rubric to use as both formative and summative assessment for the unit of study. Please

note, your rubric must be self-designed and fit your particular unit of study. A rubric taken from elsewhere will be unacceptable.

2. Develop a plan to enhance your providing feedback throughout the unit of study.3. Propose how you would efficiently communicate information about students’ growth, progress,

and/or achievement related to the unit of study.4. Write a reflection addressing the following:

a. How did the different tasks from the midterm and final affect your instructional choices?b. If you implemented the plan in the classroom, how did the plan affect your students’

learning? If you did not implement the plan, how do you expect it to?c. How might this course help you change your overall assessment and grading practice?






Documents

Syllabus · Web viewPlease complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website. Title of Course: Understanding