complete unit ewing coleman green edd 8112 crn 22080 assessment centered curricular design nova...

Complete Unit

Ewing Coleman GreenEDD 8112 CRN 22080

Assessment Centered Curricular DesignNova Southeastern University

November 15, 2013

Algebra 1

Unit 2

Linear and Exponential Relationships

Linear and Exponential Relationships

Linear – constant rate

of change

Exponential – non-linear

rate of change

(exponent other than 1)

Backward Unit DesignFounded on three basic elements (1)

Desired ResultsAssessment EvidenceLearning Plan

“Backward design yields greater coherence among desired results, key performances, and teaching and learning experiences, resulting in better student performance – the purpose of design.”

(1) Wiggins and McTighe (2005, p. 33)

Unit DesignWiggins & McTighe’s original three design

elements expanded to six stages

Stage 1: Enduring Understanding

Stage 2: Essential Questions

Stage 3: Assessment

Stage 4: Learning Experiences

Stage 5: Resources

Stage 6: Reflection

Stage 1Enduring Understanding

Common Core Standards

Stage 2Essential Questions

Stage 3Assessment Strategies

DiagnosticFormativeMid-ModuleSummativePerformance/AuthenticSelf

Diagnostic AssessmentPurposes

Determine mastery of content entering the unit Inform individual learner needs

RemedialEnrichment into Geometry

Guided independent study and self-assessment

FormWritten assessment similar to unit summative

assessmentGrade only informs instructional strategies

Formative AssessmentPurposes

Empower students to own the learning processProvide structured practice to construct

understandingProvide descriptive feedback Inform student and teacher on mastery developmentDetermine next steps for mastery attainment

FormsCollaborative cluster problem solvingOnline GizmosLearning Assignments (not “homework”)

Mid-Module AssessmentPurposes

Gather evidence of mid-unit mastery attainmentProvide descriptive feedback Inform student and teacher on mastery

developmentDetermine next steps for mastery attainmentDocument level of demonstrated mastery

(“grade”)

FormWritten assessment

Summative AssessmentPurposes

Gather evidence of end of unit mastery attainmentProvide descriptive feedback Inform student and teacher on mastery

developmentDetermine next steps for mastery attainmentDocument level of demonstrated mastery

(“grade”)

FormWritten assessment

Unit Summative Assessment

Performance/Authentic Assessment

Purposes Individualize student expression of masteryBring personalized meaning to learningAppeal to individual student passionEngage whole brain developmentBuild cross-curricular understandingLink to real-world relevancy

FormsVaried

Self-AssessmentPurposes

Empower students to own the learning processBuild lifelong learning and achievement skillsBuild intrapersonal intelligenceDevelop student self-efficacyHelp students chart their own journey toward

mastery attainment

FormsVaried, frequently using an exemplar

Three self-assessment formats included in this unitUnit goalsAction Oriented ReflectionPrompts on assessments

Stage 4Lesson plans and learning engagements

Lesson plan elementsCollaborative clusters InvestigationSmartBoard lessonExplore Learning Gizmo

Lesson PlansCollaboratively designed with subject partner

Lesson plan elements:Previous learning assignment reviewConcept introduction via SmartBoard lesson Investigation/explorationExplore Learning Gizmo focused on conceptProblem solving at collaborative table clustersSelf-assessmentNew learning assignment

Mr. Green’s SmartBoard and collaborative clusters

High Jump record investigation – men versus women!!

SmartBoard lesson pages

Explore Learning Gizmo (2)

(2) www.explorelearning.com

Gizmo online formative assessment with immediate feedback and explanation

Stage 5Resources

Stage 6Reflection

Calendars

Unit QualityTwo self-assessments

Entire UnitUsing Assignment 2, 3, and 4 rubrics

Unit summative assessment evaluated along three dimensions

Distribution of items – learning outcomesEnduring UnderstandingCommon Core Mathematics Standards

Distribution of items – difficultyBloom’s Taxonomy

Entire Unit

Entire Unit

Overall rubric total score of 29 out of 30

Improvement area:More comprehensive performance tasks with

GRASPS (3) prompts

(3) Goal, Role, Audience, Situation, Performance, and Standards (Wiggins & McTighe, 2005, p. 157)

Unit Summative Assessment Quality – Learning Outcomes

Learning OutcomesAnalysis showed

The enduring understanding and all five essential questions were addressed across the 32 items

EQ #5 (how rate of change effects shape of graphs) may be over-represented

9 of 22 Unit Common Core Mathematics Standards addressedAppropriate since this assessment measures

understanding across the Linear concepts -Exponential to be studied next

Unit Summative Assessment Quality – Item Difficulty

Bloom’s TaxonomyAnalysis showed

All six Bloom’s levels are addressed18 of 31 graded items address Application level

Is this an appropriate cognitive distribution given the audience and subject matter?

Approximate normal distribution when viewed as a sideways histogramSlight bias toward higher cognitive end of Bloom’s

versus lower

Overall Unit QualityAnalysis of the unit self-assessment showed:

Comprehensive backward-designed templateStandards-based learning focusBalanced assessment strategiesVaried self-assessment formatsVaried whole brain learning engagementsEffective use of digital resources Include more comprehensive performance tasks

with GRASPS, authentic assessmentFurther analyze assessment item balance across

Common Core standards and Bloom’s levels

Image URLs Slide 2. Anonymous student at SmartBoard. Retrieved from https://encrypted-

tbn0.gstatic.com/images?q=tbn:ANd9GcSzeS1qe0FJDkCFN_pKUgJxrvbB51JB7cOHp6bMsGfAubXJYA_z4w

Slide 2. Bridge. Retrieved from http://blog.keycurriculum.com/2012/03/what-do-you-wonder-real-world-math-problems-are-everywhere/

Slide 2. Parabolic rollercoaster. Retrieved from https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSxX_MWbDefsXeVGepCnZ5oaU9hUfX3uSkSf29jxB9DQRtoiRG8Cw

Slide 3. Airplane takeoff. Retrieved from https://encrypted-tbn2.gstatic.com/images q=tbn:ANd9GcR8P6YyJHaVmV3Sel6ya8m4C8czyW3cJ_vybo7DmbwZ8EtJqLZM

Slide 3. Very large array. Retrieved from https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQHTrN8LiLopFi7jMnTes7z2MT6syWnW7wYNkVWtkNl8oDwXsfWiA

References Explore Learning Gizmos. www.explorelearning.com

Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.