deconstruction and developing targets for priority standards
TRANSCRIPT
Deconstruction and Developing Targets for Priority Standards
The starting point for effective assessment is clarifying the
LEARNING TARGET
Learning Targets
•Knowledge•Reasoning•Performance/Skills•Products
Knowledge TargetsWhat do I need to know?
Usually knowledge targets begin with words like:
Lists, names, identifies, recalls, locate, recall, recite, etc.
Reasoning Targets
What can I do with what I know?
Reasoning targets start out with mental processes like:Predicts, infers, classifies, hypothesizes,
compares, concludes, summarizes, analyzes, evaluates, generalizes
Performance SkillsPerformance skills require the students to demonstrate their mastery of a learning target and to be observed. The development of proficiency in doingsomething where the process is mostimportant.
Product Targets
The ability to create tangible products that meet certain standards of quality and present concrete evidence ofacademic proficiency.
Example:Writing an argumentative piece.
Instructional Design Process
Standards
Targets
Assessments
Lessons
CHECKING FOR CONGRUENCE
ARE OUR ASSESSMENT ITEMS/LEARNING TASKS CONGRUENT TO THE INTENT OF CCSS?
What do you consider when determining congruency?
Target-Method Match ScenariosSee exerpt from Ch. 4 Classroom Assessment for Student
Learning
ACCURATE ASSESSMENT
ASSESS HOW?WHAT METHOD?WRITTEN WELL?SAMPLED HOW?
AVOID BIAS HOW?
WHY ASSESS?WHAT’S THE PURPOSE?
WHO WILL USE THE RESULTS?
ASSESS WHAT?WHAT ARE THE
LEARNING TARGETS? ARE THEY CLEAR?ARE THEY GOOD?
“Keys to Quality Classroom Assessment”Classroom Assessment for Student LearningStiggins, Arter, Chappuis, Chappuis
Connect your content with appropriate
standard/target
Make meaning of the standard
Does each question capture the intent
of the standard/target
labeled?
Progressions
Deconstructions
CCR Standards
Content– Vocabulary & Interpretation
Rigor– DOK/Bloom’s
To Jury
FACILITATION
RIGORDOK?
Verbs/Bloom’s
CONTENTStandard(s)?
Target(s)?Standard-consistent
vocabulary?
Students engage in content at appropriate level
STUDENT WORK Artifact(s)
Observation
Artifact(s)
Artifact(s)
Artifact(s):Lesson plans, Assessment, Activity
Some Aligned Assessment Examples
Links provided on kadiralston.com
• EngageNY.org: Annotated 2013 Test Questions• Evaluate items for ELA Assessment
• PARCC Released Assessment items: Begins at 3rd grade
• Achievethecore.org • See close reading exemplars and classroom lessons around the
standards
ASSESSING AT INCREASINGLY COMPLEX LEVELS
A Word about Standard 10Quantitative, Qualitative, Reader and Task Considerations