Hitting the Target

Kimberly Karzen, Nancy Schwerin, Annette Orrico, Marie Gillespie,

Maribeth Coffey-Sears, Jeremy Vrtis

PLT Formative Assessment Team

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STRESS BALL TIME!

Hit a target!

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Objectives

I will create a clear and understandable vision of the learning target for my students. (Strategy 1)

I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5)

Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute

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Agenda Getting Started

IntroductionOpening Activity

Creating Clear TargetsHow to….. with Bloom’sActivity

Designing One TargetNarrowing your Objective Activity

Visible Targets

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Q4:What do we do when students are proficient?

Q3: What do we when students are not learning?

Q2: How do we know when a student has learned something?

Q1: What do we want students to

know and be able to do?

PLC QUESTIONS

Essential Outcomes

Instruction(Best

Practice)

Formative Assessment

Data Collection & Analysis

SMART Goals

Differentiated Inst. Intervention & Enrichment

Data Collection & Analysis

Summative Assessment

PLC PRINCIPLE: Incorporate

the four pieces for continuous improveme

nt

Essential Outcomes

Formative Assessmen

t

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Design lessons to focus on one learning target or aspect of quality at

a time.

Provide students with a clear and

understandable vision of the learning target.

Teach students to self-assess and set goals.

Engage students in self-reflection, and let them keep track of and share their learning.

Use examples and models of strong and weak work.

Offer regular descriptive feedback.

Teach students focused revision.

7 Strategies of Assessment of Learning

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Have you ever…

• taught a lesson and then had a student ask “what is the point?” or “why do we need to know this?”

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Provide students with a clear and understandable vision of the learning target. (Strategy 1)

Seven Strategies of Assessment for Learning,Pearson Assessment Training Institute

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What is a Learning Target?

“Statements of intended learning” that capture what we want students to know & be able to do. (Also called an essential outcome.)

(Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 42)

Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. Classroom Assessment for Student Learning: Doing It Right-Using It Well. Boston: Pearson. 2012. 42

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What does a ‘clear and understandable vision’ mean?

Share the learning target with students.

Use language students understand.

Seven Strategies of Assessment For Learning (Chappuis 22)

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Benefits of Clear Targets

FOR TEACHERS

Knowing what to teach

Knowing what to assess

Knowing what activities to plan

FOR STUDENTS

Understanding what they are responsible for learning

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What does student-friendly mean?

I will…

I will be able to…

This is what is posted for the duration of class so that students can read and refer to it all class period

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Formative Assessment Diagnostic“There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teacher’s teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.”(Sadler, 1989; Gipps, 1994)

Try converting this to student-friendly language

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Example of student-friendly language

I understand that formative assessment is a tool used by both the teacher and student to monitor progress.

So much easier!

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Writin

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earn

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et

Bloom’s Taxonomy

Level I RememberingList who were the main…

Level II UnderstandingExplain what is happening….

Level III ApplyingApply what you learned to develop…

"Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."

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Bloom’s Taxonomy

Level IV AnalyzingMake a distinction between….

Level V EvaluatingAssess the importance of…

Level VI CreatingFormulate a theory for…

"Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."

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Essential Outcomes Learning Target Student-friendly targets

Example in Language Arts:

Essential Outcome: Students can identify and analyze the relationship between/among characters, such as that between a protagonist and antagonist.

Three different Learning Targets for that outcome:I can explain the difference between a protagonist and an antagonist. (Understanding level of Bloom’s Taxonomy)I can examine the relationship between the protagonist and the antagonist. (Analyzing level of Bloom’s Taxonomy)I can design a chart showing the relationship among the main characters of a story or novel. (Creating level of Bloom’s Taxonomy)

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Essential Outcomes Learning Target Student-friendly targets

Example in Business:

Essential Outcome: Students will be able to recognize and identify the advantages and disadvantages of the four types of business ownership (proprietorship, partnership, corporations, and franchises).

Learning Targets:

I will be able to compare and contrast an entrepreneur and intrapreneur.I will be able to summarize how a company goes from being privately held to publicly held.I will be able to list the fees associated with starting a franchise.

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Writing Learning Targets Directions

I will be able to write one learning target for each of the Bloom’s Taxonomy Levels (see handout)

(Does not need to be all for the same lesson, unit or class!)

I will be able to write my examples on the posters around the room.

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Star

Questioned

Gallery WalkWhat learning targets do you think are clear?

What learning targets do you think are unclear?

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When our learning targets are clear to us as teachers, they are also clear to our students.Learni

ng Target(Essen

tial Outcome)

Student

friendly

learning

target

KUD

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Design lessons to focus on one learning target or aspect of quality at a time. (Strategy 5)

Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute

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(On your handout…)

Describe one activity or lesson you love to do with your students.

Prompt

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1.  In what way does the activity or lesson have one target that is clear for you and the students?2.  In what ways is the activity or lesson unclear for students? (no target, no clear target, too many targets, other distractions)

Questions

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Reflect on elements of your activity that can be improved to achieve one target that is clear.

Reflect

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Do You Keep Targets Visible For The Entire Lesson?

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Keeping it visible all class!

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Brainstorm

How Can You Keep Targets Visible?

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Q4:What do we do when students are proficient?

Q3: What do we when students are not learning?

Q2: How do we know when a student has learned something?

Q1: What do we want students to

know and be able to do?

PLC QUESTIONS

Essential Outcomes

Instruction(Best

Practice)

Formative Assessment

Data Collection & Analysis

SMART Goals

Differentiated Inst. Intervention & Enrichment

Data Collection & Analysis

Summative Assessment

PLC PRINCIPLE: Incorporate

the four pieces for continuous

improvement

Essential Outcomes

Formative Assessmen

t

ON

TAR

GET

Design lessons to focus on one learning target or aspect of quality at

a time.

Provide students with a clear and

understandable vision of the learning target.

Teach students to self-assess and set goals.

Engage students in self-reflection, and let them keep track of and share their learning.

Use examples and models of strong and weak work.

Offer regular descriptive feedback.

Teach students focused revision.

7 Strategies of Assessment of Learning

ON

TAR

GET

ObjectivesI will create a clear and understandable vision of the learning target for my students. (Strategy 1)

I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5)