ARE MY TARGETS ‘HEALTHY’ AND ‘ALIGNED’ ?

Targets must have contextBig Idea:

Provides Context1

What: (Performed, Assessed, Observed)

II

Why we are doing all of this?What does everything relate to?

How Well: (Proficiency Expectation)

III

Supporting Resources:(Pre-Req Skills or Content)

IV

What am I asking you to do?

What is my expectation of you?

What are the supporting content and supporting skills needed to

achieve the target?

SO...HOW DO WE CREATE “HEALTHY” TARGETS?

“Healthy” Targets

Measurable

Proficiency

Gradation of 1 type of skill, thinking

[Students will be able to] explain the causes of World War I.

Target needs a lot of work, start by adding a proficiency expectation...

E F F E C T I V E TA R G E T ?

[Students will be able to] effectively explain the main causes of the World War I.

Still not complete yet though, now we need measurability...

E F F E C T I V E TA R G E T ?

Using examples from class, [students will be able to] effectively explain the main causes of World War I

in a written analysis.

Still not complete yet, needs a gradation of learning (Scaled).

E F F E C T I V E TA R G E T ?

Gradation target4. Using unique examples and opinion, [students will be able to] effectively explain the main causes of World War I in a written analysis.

3. Using examples from class, [students will be able to] effectively explain the main causes of World War I in a written analysis.

2. Using given definitions and terms, [students will be able to] effectively explain the main causes of World War I in a written analysis.

1. Using a text, [students will be able to] effectively explain the main causes of World War I in a written analysis.

READING TARGET EXAMPLE

4: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS WITH REFLECTION IN A TEXT IN WRITTEN ANALYSIS

3: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT IN WRITTEN ANALYSIS

2: I CAN EFFECTIVELY EXPLAIN OVERARCHING MAIN IDEAS IN A TEXT IN WRITTEN ANALYSIS

I: I CANEFFECTIVELY PROVIDE A RELATED DETAIL ABOUT A MAIN IDEA IN A TEXT IN WRITTEN ANALYSIS

TIPS FOR MAKING PROFICIENCY BASED TARGETS

DON’T TUG ON THE VERB

AVOID QUANTITATIVE LANGUAGE

AVOID THE OPPOSITE OF PROFICIENCY

READING “QUANTITIVE” EXAMPLE

4: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

3: I CAN EFFECTIVELY EXPLAIN SOME MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN FEW MAIN IDEAS IN A TEXT

I: I CAN EXPLAIN NO MAIN IDEAS IN A TEXT

READING “NEGATIVE” EXAMPLE

4: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS WITH REFLECTION IN A TEXT

3: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT WITH A PATTERN OF ERROR

I: I CAN INEFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

READING “TUG” EXAMPLE

4: I CAN EFFECTIVELY TEACH OTHERS ALL MAIN IDEAS IN A TEXT

3: I CAN EFFECTIVELY ANALYZE ALL MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

I: I CAN EFFECTIVELY IDENTIFY ALL MAIN IDEAS IN A TEXT

WHAT DOES A LEARNING TARGET DO FOR US?Extending our Practice

A. …Feedback/Communication Mechanism?

B. …Classification Mechanism?

Is your target used as a…

Targets are your expectation

EXPECTATIONS HAVE…

Language of Proficiency - How well do I have to do (it)?

Language of Measurability - How will I show you I know (it)?

A Gradation - How far am I really from what is expected?

1.1: Define web design. (Knowledge/Understanding)

1.2: Define file path. (Knowledge/Understanding)

1.3: Write a file path. (Reasoning)

1.4: Locate a file using a file path. (Reasoning)

1.5: Describe the difference between a relative and absolute file paths. (Reasoning)

2.5: Save HTML files using proper naming conventions. (Performance Skills)

2.6: Apply attributes to HTML elements. (Performance Skills)

2.7: Code a webpage using HTML. (Product)

2.8: Manage web files. (Performance Skills)

2.9: Use tables for layout in a Webpage. (Performance Skills)

I can design a webpage

I can effectively design a webpage

I can effectively design a webpage that includes all essential components for an appropriate

audience.

1 can effectively create a webpage that includes all essential components for an appropriate

audience

1 can effectively create a webpage that includes a specific component for an appropriate

audience

1 can effectively create a webpage that includes all components for all audiences

EXPECTATIONS DON’T HAVE…

Quantitative Language - How well do I have to do (it)?

Negative Language - How will I show you I know (it)?

One Level of Learning - How far am I really from what is expected?

READING “QUANTITIVE” EXAMPLE

4: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

3: I CAN EFFECTIVELY EXPLAIN SOME MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN FEW MAIN IDEAS IN A TEXT

I: I CAN EXPLAIN NO MAIN IDEAS IN A TEXT

READING “NEGATIVE” EXAMPLE

4: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS WITH REFLECTION IN A TEXT

3: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT WITH A PATTERN OF ERROR

I: I CAN INEFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

READING “TUG” EXAMPLE

4: I CAN EFFECTIVELY TEACH OTHERS ALL MAIN IDEAS IN A TEXT

3: I CAN EFFECTIVELY ANALYZE ALL MAIN IDEAS IN A TEXT

2: I CAN EFFECTIVELY EXPLAIN ALL MAIN IDEAS IN A TEXT

I: I CAN EFFECTIVELY IDENTIFY ALL MAIN IDEAS IN A TEXT

Communication vs Classification

HOW A TARGET IS USED…

Targets are for classification

Criteria, indicators, resources are for communication

Rubrics are for classification not communication. Current rubrics are structured for communication. Meaning that you have indicators instead of a

scale of proficiency.

Remember a list of indicators does not tell a student how well they must to do something. If a rubric acts as a “communicator” instead of “classifier” the

formative learning cycle will never occur effectively.

If a rubric acts as a “communicator” instead of “classifier” the formative learning cycle will never occur effectively. Meaning that a student will see the

rubric feedback as a “static ranking” instead of “formative action.”

By creating a rubric that is heavily communication-based the feedback to the student becomes a ‘summative experience’ thus the students do not see their

learning as transformational.

When a learning experience is summative it causes students to view feedback at the past instead of the future...why they ‘were’ instead of ‘who they can

become.’

kelly’s rubric

Scaled Target: Classification

Indicators:Communication

Can your target ‘classify’?