2. Let’s Look at 3 Models
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http://files.solution-tree.
com/pdfs/Reproducibles_BA/thebalancedassess
mentmodel.pdf
http://files.solution-tree.
com/pdfs/Reproducibles_CFA/balancedassessm
entsystemframework.pdf
http://rti.dpi.wi.gov/files/oea/pdf/balsystem.pdf
What are the Similarities & Differences in these
models
4. What can Feedback and
Unlimited Opportunities Do?
http://www.ted.
com/talks/jane_mcgonigal_gaming_c
an_make_a_better_world.html
1:30-10:57
● What is an Epic Win in education?
● How can we design a World Saving
Mission Perfectly Matched to a
students Ability?
5. What can Feedback and
Unlimited Opportunities Do?
How can we create:
●
●
●
●
Urgent Optimism
Social Fabric
Blissful Productivity
Epic Meaning
in our classrooms?
8. What does Educational Research tell
us about effective instruction?
5 Research-based strategies that
significantly improve student learning:
Sharing criteria (clear learning targets with success
criteria)
● Questioning
● Feedback
● Peer assessment
● Self-assessment
(Marzano, Wiggins & McTighe, others)
●
9. The Case for Feedback
Hattie (1999, 2007)
500 meta-analyses
180,000 studies
20 to 30 million
students,
various influences
on student
achievement.
10. Let’s Practice Effective
Communication and Student
Involvement in Assessment
http://files.solution-tree.
com/pdfs/Reproducibles_taal/student_goal_settin
g.pdf
●
Work in groups of two to go
through the sample
12. Students who can identify what
they are learning significantly
outscore those who cannot.
Robert J. Marzano
13. What Constitutes a Quality Assessment?
● Individually, draw the
front of a penny.
● Include as many
details as you can
without looking at
one.
● Do not compare with
a partner until
instructed.
22. “Teachers who truly
understand what they want
their students to accomplish
will almost surely be more
instructionally successful than
teachers whose understanding
of hoped-for student
accomplishments are murky.”
-W. James Popham
23.
24. Identify the Desired Outcome
●
●
●
●
●
Complete a senior project
Build a bird Feeder
Use a band saw safely
Analyze a lab report
Construct a diorama
25. Identify the Desired Outcome
●
●
●
●
●
Complete a senior project
Build a bird Feeder
Use a band saw safely
Analyze a lab report
Construct a diorama
26. Educators & Students
must be able to answer……
●
●
●
●
●
Where am I going?
Where am I now?
How can I close the gap?
How will I know I’m getting
there?
How can I keep it going?
32. Knowledge Examples
●
●
●
●
●
Identify metaphors and similes
Read and write quadratic
equations
Describe the function of a cell
membrane
Know the multiplication tables
Explain the effects of an acid on
a base
34. Reasoning Examples
●
●
●
●
Use statistical methods to describe,
analyze, evaluate, and make
decisions.
Make a prediction based on
evidence.
Examine data/results and propose a
meaningful interpretation.
Distinguish between historical fact
and opinion.
36. Performance/Skill Examples
●
●
●
●
●
Measure mass in metric and SI units
Use simple equipment and tools to
gather data
Read aloud with fluency and
expression
Participates in civic discussions with
the aim of solving current problems
Dribbles to keep the ball away from an
opponent
37. Product Outcomes
The ability to create
tangible products
that meet certain
standards of quality
and present
concrete evidence
of academic
proficiency.
38. Product Examples
●
●
●
●
Construct a bar graph
Develop a personal health-related
fitness plan
Construct a physical model of an
object
Write a term paper to support a
thesis
39. Clear Desired Outcomes
Clear Outcomes help us:
● Recognize if the assessment adequately
covers and samples what we taught.
● Correctly identify what students know/don’t
know, and their level of achievement.
● Plan the next steps in instruction.
● Give meaningful descriptive feedback to
students.
40. Clear Outcomes (continued)
●
●
●
Have students self-assess or set
goals likely to help them learn more.
Keep track of student learning
target by target or standard by
standard.
Complete a standards-based report
card.
42. Classifying Learning Targets
●
What were some considerations for
how you classified the samples you
had?
●
Is it always clear how to classify a
statement? Why or why not?
44. An Example
●
●
STANDARD: An excellent golf
swing
TARGETS:
●
●
●
●
Proper placement for feet (stance)
Proper grip while maintaining stance
Swing A, B, C (3-parts to swing)
ACTIVITIES:
●
Watch videos of great golfers and
imitate their stance
45. “By setting out clearly in their own minds
what they wanted the students to learn,
the teachers would be in a position to find
out what the ‘gap’ was between the state
of students’ current learning and the
learning goal and to be able to monitor
that ‘gap’ as it closed.”
--Assessment for Learning: Putting it into Practice
46. Creating Outcomes for
“Driving a Car with Skill”
■What knowledge will students need to
demonstrate the intended learning?
■What patterns of reasoning will they need to
master?
■What skills are required, if any?
■What product development capabilities must
they acquire, if any?
47. Sample Responses to Driving a
Car with Skill
■Knowledge
■Know the law
■Read signs and understand what they mean
■Reasoning
■Evaluate ‘am I safe’ and synthesize
information to take action if needed
■Skills
■Steering, shifting, parallel parking, …
■Products
■(not appropriate Outcome for standard)
48. So, What about the Common Core?
●
●
●
Think about what knowledge, skills, reasoning, or
products students will need in order to meet that
standard.
In some cases it may be explicit, in others, start
with the skills column, then move to
understanding, and lastly to core content.
Do not think of how you will teach the standard or
how you will assess it, ONLY about what
students will need to know and be able to do.
49. So, What about the Common Core?
Select a standard and try it yourself at http://www.
corestandards.org/the-standards
