2) inquire, solve problems, and think at higher levels, and
3) apply knowledge and skills in meaningful tasks within authentic and real world contexts.
4.
They must provide the students with assignments that are:
1) Thought provoking, engaging, and interactive.
2) They should allow students to revise their assignments, products, and projects with the assistance of clear examples of exemplary work and accepted standards.
3) Teachers should provide students with pertinent feedback in a timely manner.
In Japan - mathematics is taught to develop a conceptual understanding of mathematical principles.
McTighe, Sief, and Wiggins (2004) allude to the fact that we are teaching too much information, at a shallow level.
Achievement gap diminishes between students when a few important topics are taught over a long, sustained period of time.
6.
Wiggins, G. (1997). Work standards: Why we need standards for instruction and assessment design. National Association of Secondary School Principals, NASSP Bulletin , Vol. 81, 56 â€“ 64.
Unit and syllabi standards according to CLASS:
Â
Authentic â€¦â€¦â€¦â€¦â€¦ But â€¦â€¦â€¦â€¦.Personally Meaningful
Meaningfulâ€¦â€¦â€¦â€¦. But â€¦â€¦â€¦â€¦.Rigorous
Rigorousâ€¦â€¦â€¦â€¦â€¦.. But â€¦â€¦â€¦â€¦.Engaging
Engagingâ€¦â€¦â€¦â€¦â€¦. But â€¦â€¦â€¦.â€¦Coherent
Coherentâ€¦â€¦â€¦â€¦â€¦.. But â€¦â€¦â€¦â€¦Responsive to Student Needs
Responsiveâ€¦â€¦â€¦â€¦. But â€¦â€¦â€¦â€¦.Effective
Does it measure what it says it measures? Is this a valid assessment of the intended achievement?
Are the coring criteria and rubrics clear, descriptive, and explicitly related to district goals and standards?
Is the scoring system based on genuine standards and criteria, derived from analysis of credible models?
Does the task require a sophisticated understanding of required content?
Does the task require a high degree of intellectual skill and performance quality?
Does the task stimulate of replicate authentic, messy, real-world challenges, contexts, and constraints faced by adult professionals, consumers, or citizens?
Does the scoring system enable a reliable yet adequately fine discrimination of degrees of work quality?
Is the task worthy of the time and energy required to complete it?
Is the task challengingâ€“ an appropriate stretch for the students? (p. 20)
Be the first to comment