Transcript
Page 1: Tools for Thoughtful Assessment

Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Assessment‐Driven Instruction

Presented by Tr. Harvey F. Silver, EdD1

What’s the relationship between instruction and assessment?

Let’s begin our work on our first learning target by exploring this question: 

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We’ll begin our investigation of this important question  with something that every respectable workshop should start with…

snack time!

What’s the relationship between instruction and assessment?

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snack time!

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Here’s one way of thinking about the relationship between instruction and assessment…

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Assessment Design

Instructional Design

Integrated Lesson/Unit 

Design

This reminds us of a classic song…Feel free to sing along…

Assessment and InstructionGo together like a horse and carriageThis I tell you brotherYou can't have one without the other

Try, try, try to separate themIt's an illusion Try, try, try, and you will only comeTo this conclusion

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Assessment and Instruction, Assessment and Instruction It's an institute you can't disparageAsk the local gentry And they will say it's elementary

Assessment and Instruction, Assessment and Instruction Go together like the horse and carriageDad was told by motherYou can't have one, you can't have none, you can't have one without the other!

What’s the relationship between

assessment design and instructional design?

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Assessment informs instructionand

Instruction responds to assessment

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Blueprint for

Lesson Design

Preparing Students for New Learning

Deepening andReinforcing Learning

Presenting New Learning Reflecting on and          Celebrating Learning

How do you establish your purpose, activate students’ 

prior knowledge, and prepare them for learning?

How do you present new  How do you help students  How do you help

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Applying Learning

y pinformation and provide 

opportunities for students to actively engage with content?

y psolidify their understanding and practice new skills?

How do students demonstrate their learning and what kinds of evidence do you collect to assess their progress? 

How do you help students look back on their learning and refine their 

learning process?

Blueprint Instruction Assessment

Preparing Students  for New Learning

How do you establish your purpose, activate students’ prior knowledge, and prepare  them for learning?

Blueprint Instruction Assessment

Presenting New 

Learning

How do you present new  information and provide opportunities for students to actively engage with content?

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Match the assessment questions to the section of the blueprint below.  

How will I… • engage students in meaningful writing tasks that help them synthesize and show what they know? 

• develop high‐quality culminating assessment tasks and grading schemes? 

• differentiate summative assessment practices to promote success for all students? 

How will I help students reflect on, learn from, and celebrate their accomplishments? 

 How will I… • identify and communicate 

learning targets to students? • assess students’ background 

knowledge, interests, attitudes, and learning profiles? 

• prepare students to produce high‐quality work? 

How will I … • have students practice, process, and check their grasp of the material?  

• help students improve their work through feedback and self‐assessment? 

• encourage students to establish goals and assess their progress? 

 How will I… • check for understanding while presenting new 

information? • check for understanding after presenting new 

information? 

Blueprint/Instruction   Assessment  

Preparing Students  for New Learning  How do you establish your purpose, activate students’ prior knowledge, and prepare  them for learning? 

  

Presenting New Learning How do you present new information and provide opportunities for students to actively engage with content? 

  

Deepening and Reinforcing Learning How do you help students solidify their understanding and practice new skills? 

  

Applying Learning How do students demonstrate their learning and what kinds of evidence do you collect to assess their progress? 

  

Reflecting on and Celebrating Learning  How do you help students look back on their learning and refine their learning process? 

 

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Blueprint Instruction Assessment

Deepening and 

Reinforcing Learning

How do you help students  solidify their understanding  and practice new skills?skills?

Blueprint Instruction Assessment

Applying Learning

How do students demonstrate  their learning and what kinds of evidence do you collect toyou collect  to assess their progress? 

Blueprint Instruction Assessment

Reflecting on and 

Celebrating Learning

How do you help  students look back on their learning and refine their learning process?learning process?

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Blueprint Instruction Assessment

How do you establish your purpose, activate students’ prior knowledge, and prepare them for learning?

Howwill I…• identify and communicate learning targets to students?• assess students’ background knowledge, interests, attitudes, and 

learning profiles?• prepare students to produce high‐quality work?

How do you present new  information and provide opportunities for students to actively engage with content?

How will I…• check for understanding while presenting new information?• check for understanding after presenting new information?

How do you help students solidify their understanding and practice new skills?

How will I …• have students practice, process, and check their grasp of the 

material?

Lesson One: Love and Marriage, Horse and Carriage, Assessment and Instruction

Preparing Students  for New 

Learning

Presenting New Learning

Deepening and  and practice new skills? material?• help students improve their work through feedback and self‐

assessment?• encourage students to establish goals and assess their progress?

How do students demonstrate  their learning and what kinds of evidence do you collect  to assess their progress? 

How will I…• engage students in meaningful writing tasks that help them 

synthesize and show what they know?• develop high‐quality culminating assessment tasks and grading 

schemes?• differentiate summative assessment practices to promote 

success for all students?

How do you help  students look back on their learning and refine their learning process?

How will I…• help students reflect on, learn from, and celebrate their 

accomplishments?

p gReinforcing Learning

Applying Learning

Reflecting on and Celebrating Learning

Tools for Thoughtful AssessmentBy Abigail L. Boutz

Harvey F. SilverJoyce W. JacksonMatthew J. Perini

How Will I Identify and Communicate Learning How Will I Identify and Communicate Learning Goals to Students? Goals to Students?

If you don’t know where you’re going, you might wind up someplace else.

— Yogi Berra

What is the intended learning? That one question should drive all

What is the question?

What is the intended learning? That one question should drive all planning and assessment in schools today.

— Rick Stiggins, Judith Arter, Jan Chappuis, and Stephen Chappuis, Classroom Assessmentfor Student Learning—Doing It Right, Using It Well, 2006, p. 54

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

What is it?A tool that offers students a clear vision of the learning to come by ensuring that classroom learning targets are spelled out in specific and student‐friendly language .

STUDENT‐FRIENDLY LEARNING TARGETS

Steps:1 W it th t t i “I ill” “I ” f t

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1. Write the targets in “I will” or “I can” format.2. Frame them in simple, age‐appropriate language that will 

make sense to students.3. Define concepts that may be unfamiliar to students in 

familiar terms.4. Be specific so that students can tell what they’re trying to 

achieve and when they’ve achieved it.

STANDARDS THAT I INTEND TO ADDRESS DURING THIS UNIT RST.6‐8.7. Integrate quantitative or technical information expressed in words in a 

text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

RST.6‐8.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

STUDENT‐FRIENDLY LEARNING TARGETSHere are four standards that a middle school science teacher selected for a unit on ecosystems.

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p , g , p g

RST.6‐8.4. Determine the meaning of symbols, key terms, and other domain‐specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

RST.6‐8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Review the standards and write two student friendly learning goals

Things that students will KNOW and BE ABLE TO DO (declarative and procedural knowledge): 

I will know how to create and label a food web. I will know that plants make their own food using energy from the sun.

Concepts that students will UNDERSTAND and appreciate: I will understand that the plants and animals in an ecosystem depend on one another for survival. I will understand that humans can positively and negatively affect the health of ecosystems. 

STUDENT‐FRIENDLY LEARNING TARGETS

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yTHINKING SKILLS/PROCESSES that students will use and develop:

I will be able to compare and contrast the roles of producers, consumers, and decomposers. I will be able to apply what I know about a plant’s or animal’s relationship to its ecosystem and to other living things to predict how a change in the ecosystem might affect the population of that plant or animal. 

Behaviors and “HABITS OF MIND” that students will focus on: I will use my prior knowledge to help me make sense of new material. I will ask questions and search for reasons/explanations. 

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

How Will I Use PreHow Will I Use Pre--Assessments to Inform and Assessments to Inform and Enhance Instruction?Enhance Instruction?

Getting to know you, Getting to know all about you.

— Oscar Hammerstein, “Getting to Know You,” from The King and I

What is the question?

g , g

To teach a student well, a teacher must know that student well.— Carol Ann Tomlinson and Marcia B. Imbeau, 

Leading and Managing a Differentiated Classroom, 2010, p. 58

HAND OF KNOWLEDGEWhat is it?A tool that gives us insight into our students’ interests, talents, and learning preferences by having them complete a hand‐shaped organizer with the following “getting to know you” questions:

Pinky finger What do you do for fun in your free time?

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Pinky finger What do you do for fun in your free time?Ring finger  What is something that you’re really good at? Middle finger  Think about something interesting that you learned 

outside of school.  What is it? Why is it interesting? How did you learn it? 

Index finger  What word or phrase best describes you as a learner?Thumb  When school is hard or boring, what makes it that way?  

Be specific.Palm What is a dream that you have for your future?

HAND OF KNOWLEDGE

Review the following two student  Hand of Knowledge.  What can you learn from each hand that would help you work with that student more effectively?

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Hand of Knowledge Example One

Hand of Knowledge Example Two

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HAND OF KNOWLEDGE

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HAND OF KNOWLEDGE

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How Will I Prepare Students to Produce How Will I Prepare Students to Produce HighHigh--Quality Work?Quality Work?

Quality is everyone’s responsibility.—W. Edwards Deming, quality and management expert

W h d t it fi t l b t A d it lik H ll ! W

What is the question?

We had to write our first lab report. And it was like, Hello! We never really learned what a good lab report was supposed to have in it. I mean I guess we sort of knew from middle school. But this was high school science, and I just wasn’t clear about what I was supposed to do. The teacher just assumed we would be able to do it on our own. And that’s how I got my first F in school.

—Claire B., frustrated high school student

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

What is it?A tool that helps students produce higher‐quality products and performances by showing them what exemplary work looks like and helping them identify its essential attributes 

STUDENT‐GENERATED ASSESSMENT CRITERIA

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STUDENT‐GENERATED ASSESSMENT CRITERIA

Review the following three student work that represent different levels of performance (expert, proficient, apprentice).p p pp

Expert ExampleStudent A

How are Birds and Bats Similar and Different?While there are actually many differences between bats and birds, at first glance, bats and birds appear to be very similar creatures. The most obvious reason for this is that both birds and bats have wings and can fly. Birds and bats are also often similar in size. Another reason why birds and bats look similar is that they are both vertebrates, which means that they b th h b kb If t k l l k h ill fi d th tboth have backbones. If you take a closer look, however, you will find that there are actually many important differences between bats and birds. Although birds and bats look similar from far away, birds are covered with feathers while bats are covered with fur. Additionally, bats are mammals but birds are not. Like other mammals, bats have live babies. In contrast, birds lay eggs instead. Birds and bats also have different types of homes. For example, bats live in caves, whereas birds live in nests. Finally, while birds are active during the day, bats are nocturnal animals, which means that they come out at night. So although birds and bats may look similar at first, they are really not that much alike after all.

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Expert  How are Birds and Bats Similar and Different? By Pablo While there are actually many differences between bats and birds, at first glance, bats and birds appear to be very similar creatures. The most obvious reason for this is that both birds and bats have wings and can fly. Birds and bats are also often similar in size. Another reason why birds and bats look similar is that they are both vertebrates, which means that they both have backbones. If you take a closer look, however, you will find that there are actually many important differences between bats and birds. Although birds and bats look similar from far away, birds are covered with feathers while bats are covered with fur. Additionally, bats are mammals but birds are not. Like other mammals, bats have live babies. In contrast, birds lay eggs instead. Birds and bats also have different types of homes. For example, bats live in caves, whereas birds live in nests. Finally, while birds are active during the day, bats are nocturnal animals, which means that they come out at night. So although birds and bats may look similar at first, they are really not that much alike after all.  Proficient  How are Birds and Bats Similar and Different? By Elise

I used to think bats and birds were the same but now I know they are different. Birds and bats are very similar. For example both can fly. Bats and birds also have some interesting differences between them. One example is bats fly around in the dark at night and live in caves. Birds are afraid of the dark so they come out at daytime and they don’t go into caves. That is why birds live in nests. Another interesting difference is that birds lay eggs and bats don’t. Another interesting similarity is that both bats and birds eat some of the same things, but bats eat blood and birds don’t. Another interesting difference between bats and birds is that birds are birds and bats aren’t. Finally, birds sleep with their heads up but bats hang upside down. How would you like to eat blood and sleep during the day upside down?  Apprentice  How are Birds and Bats Similar and Different? By Prince Birds and bats are both animals and they can fly. Birds and bats are the same size, so that is one reason they are the same. But bats are black and birds are not black. Also birds probably don’t have teeth. These are reasons bats and birds are different. For example, birds have beaks and bats don’t. Birds and bats like to eat the same food. But bats also eat blood. Bats like being awake at night and birds sleep during the night like I do. That is a difference. Another difference is because birds lay eggs and bats live in caves. Bats would probably win if they got in a fight with a bird.

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Proficient ExampleStudent B

How are Birds and Bats Similar and Different?

I used to think bats and birds were the same but now I know they are different. Birds and bats are very similar. For example both can fly. Bats and birds also have some interesting differences between them. One example is bats fly around in the dark at night and live in caves. Birds are afraid of the dark so they come out at daytime and they don’t go into caves. That is why birds live in nests. Another interesting difference is that birds lay eggs and bats don’t. Another interesting similarity is that both bats and birds eat some of the same things, but bats eat blood and birds don’t. Another interesting difference between bats and birds is that birds are birds and bats aren’t. Finally, birds sleep with their heads up but bats hang upside down. How would you like to eat blood and sleep during the day upside down?

Apprentice ExampleStudent C

How are Birds and Bats Similar and Different?Birds and bats are both animals and they can fly. Birds and bats are the

same size, so that is one reason they are the same. But bats are black

and birds are not black. Also birds probably don’t have teeth. These are

reasons bats and birds are different. For example, birds have beaks and

bats don’t. Birds and bats like to eat the same food. But bats also eat

blood. Bats like being awake at night and birds sleep during the night like

I do. That is a difference. Another difference is because birds lay eggs

and bats live in caves. Bats would probably win if they got in a fight with a

bird.

HIGH‐PERFORMANCE APPROACH

STUDENT‐GENERATED ASSESSMENT CRITERIA

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THREE‐LEVEL APPROACH

STUDENT‐GENERATED ASSESSMENT CRITERIA

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What is it?A tool that prepares students to produce complete and quality work by giving them a checklist of elements to include or procedures to follow

CHECKLISTS

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WRITER’S CHECKLIST FOR A CONSTRUCTED‐RESPONSE ITEM

CHECKLISTS

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

CHECKLISTS

Replacing a Vehicle’s Battery: A Nine‐Point Checklist

To replace a vehicle’s battery, follow these steps:Connect a memory holder to the cigarette lighter to store vehicle’s information.Using cable pullers and battery pliers, remove the negative cable first, 

TEN‐POINT CHECKLIST FOR REPLACING A VEHICLE’S BATTERY

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g p y p , g ,and the positive cable second.Remove the hold‐down clamps and carefully remove the battery.Place the new battery in the tray with the terminals in the proper position.Install the hold‐down clamps and make sure they are secure.Install washers on both terminals to prevent corrosion.Connect the positive cable first, then the negative cable.Disconnect the memory holder from the cigarette lighter.Make sure the vehicle starts and runs and that the dash indicator shows normal operation.

Take a look at how one teacher uses a checklist to help her students during a project. 

CHECKLISTS

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What is it?A tool that prepares students to produce high‐quality work by providing them with clear criteria for distinguishing different levels of performance

RUBRICS

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

Holistic RubricHolistic Rubric

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Analytic RubricAnalytic Rubric

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How Will I Check for Understanding How Will I Check for Understanding WhileWhilePresenting New Information?Presenting New Information?

Your audience gives you everything you need. They tell you. — “Funny Girl” Fanny Brice

What is the question?

When we refer to formative assessments, we are referring to the informed judgments that the teacher strategically gathers and uses within the classroom to move a student from point A to point B. Such assessments require skilled teachers who continuously take note of and respond to where their students are. 

— Pérsida Himmele and William Himmele, Total Participation Techniques, 2011, p. 104

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

What is it?A tool that provides on‐the‐spot feedback about the pace and effectiveness of classroom lessons 

STOP, SLOW, GO

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STOP, SLOW, GO

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SPEEDY FEEDBACK

What is it?A tool that prepares teachers to teach more effectively by providing them with on‐the‐spot feedback about students’ grasp of the material

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WHITEBOARDSBefore beginning a lesson, give each student a whiteboard or a pad of paper and a marking pen. Stop at various times during your presentation to ask 

SPEEDY FEEDBACK

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content‐related questions or give students problems to solve. Have students record their responses in large print, show their work if appropriate, and hold their boards/pads up for you to see. 

LETTER CARDS/CLICKERSBefore beginning a lesson, give each student a set of nine index cards labeled A, B, C, D, E, True, False, Yes, and No. (If you have access to electronic clickers, use them instead ) Stop at various times throughout your

SPEEDY FEEDBACK

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them instead.) Stop at various times throughout your presentation to ask questions about the material that you’ve presented: multiple‐choice, yes/no, or true/false. Have students hold up the card that reflects their response or enter a response on their clickers.

HAND SIGNALSSimilar to Letter Cards except that students respond using simple hand‐signals rather than index cards (e.g., thumbs up/thumbs down instead of “yes/no” or “true/false”—or one, two, three, or four fingers 

d f “ ”)

SPEEDY FEEDBACK

45

instead of “A, B, C, or D”)

WORD CARDSSimilar to Letter Cards except that students are given cards containing content‐related vocabulary terms 

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How Will I Check for Understanding How Will I Check for Understanding After After Presenting New Information?Presenting New Information?

Staying on the surface all the time is like going to the circus and staring at the outside of the tent.

—Dave Barry, humorist and author

Instruction should not be a Ouija‐boardlike game in which h b h d Ed i kid i f

What is the question?

teachers guess about what to do next. Educating kids is far too important for that sort of approach. Rather, instructing students should be a carefully conceived enterprise in which decisions about what to do next are predicated on the best available information. And the best available information about what to do next almost always flows from a determination about what students currently know and can do.

‐‐W. James Popham, Transformative Assessment, 2008, p. 14

4‐2‐1What is it?A tool that both solidifies and tests students’ grasp of what they’ve learned from readings, lectures, etc. by having them identify, discuss, and summarize key points with their classmates

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Individually:FOUR key

ideas

Pairs:The TWO most

important ideas

Groups of four:The ONE most important idea

4‐2‐1

Steps1. Identify the four most important points.2. Share and compare your points with a partner.  

Then agree on two ideas.3. Pair up with another pair.3. Pair up with another pair.4. Share and compare your points with another pair.  5. Try to reach a consensus about the one most 

important idea.6. Select the most important point and write a 

summary paragraph.

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4‐2‐1

Individually: FOUR key

ideas

In the 1900s, there were more

than 100,000 tigers in the

world.

Today, there are less than 3200 tigers left on

Earth.

Humans have destroyed a lot of the tiger’s habitat.

Tigers are also getting killed by poachers and farmers.

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Pairs:The TWO most

important ideas

Groups of four:The ONE most important idea

Today, there are Less than 3200

tigers left on Earth.

Tigers are getting killed and their habitat is being destroyed.

Today, there are Less than 3200

tigers left on Earth.

Tigers will go extinct if wedon’t do something about it.

Tigers are getting killed and their habitat is being destroyed.

4‐2‐1

Summary Paragraph: What did I learn by reading this article?

Tigers are in big trouble. If we don’t do something about it, they will go extinct. Last century, there were over 100,000 tigers in the world. Today, there are less than 3200. Tigers need lots of space and the places where they live are getting destroyed by humans In the last ten years about half of their habitat has

50

humans. In the last ten years, about half of their habitat has been destroyed. Another problem is that tigers are getting killed by poachers. Killing the tigers is illegal, but the poachers do it anyway because they want to sell tiger skin and tiger claws and tiger teeth for money. Thinking about a world with no more tigers makes me sad. If we don’t do something about this problem, kids 100 years from now might not even know what a tiger is.

MEMORY BOX

What is it?A review and assessment technique that has students draw a “Memory Box” on paper and fill it with everything they can remember about a given topic (facts, formulas, dates, etc.).

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Memory Box 

Steps 

1. Take a moment to review your notes. 2.  Using the Memory Box below, write down everything you can remember about the topic. 3. Boggle: 

• Compare your list with a partner. Earn a point for everything you have that they don’t have. 4. MVP: Most Valuable Point 

 Memory Box

                                   

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MEMORY BOX

Steps1. Take a moment to review your notes.2. On a blank sheet of paper, create a box.3. Write down everything you can remember about 

the topic.4. Boggle:

• Compare your list with a partner. Earn a  point for everything you have that they don’t have.

5. MVP: Most Valuable Point

MEMORY BOX

How Will I Have Students Practice, Process, and How Will I Have Students Practice, Process, and Check Their Grasp of the Material?Check Their Grasp of the Material?

I appear to be wiser than he, because I do not fancy I know what I do not know. 

— Socrates (as recounted in Plato’s “Apology”)

This research finds that, without training, most learners cannot 

What is the question?

, g,accurately judge what they do and don’t know, and typically overestimate how well they have mastered material when they are finished studying. This “illusion of knowing” is reflected in the assertion that many students make after they receive a poor grade on a test: “But I studied so hard. I thought I really knew the material cold. How could I have failed?”

— Harold Pashler, et al.,Organizing Instruction and Study to Improve Student Learning, 2007, p. 23

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SPOT CHECK QUIZZER

What is it?A non‐graded, unannounced quiz whose purpose is to help students assess what they do and don’t already know so that they can use their study time y y ymore wisely

SPOT CHECK QUIZZER

Steps1. Administer a short, ungraded quiz on previously‐

taught material.2. Share the answers with students, either verbally or 

via an answer key.y3. Instruct students to identify and revisit material that 

caused them problems on the quiz.

GRADUATED DIFFICULTY

What is it?Inspired by the work of Muska Mosston (1972), this differentiating‐by‐readiness tool lets students choose what level to work at while practicing essential skills

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GRADUATED DIFFICULTYSteps1. Identify a skill that you want students to practice. Develop 

three different tasks that will help them practice the selected skill, each at a different level of difficulty.

2. Present all three tasks to students. Have them compare the different tasks, determine what makes one more difficult than another, and choose the task that feels right to them.

3 Prepare students to make good choices by discussing the3. Prepare students to make good choices by discussing the consequences of selecting tasks that are too hard or too easy (too hard and they won’t be successful, too easy and they won’t improve). 

4. Provide an answer key so that students can check their work as they go.

5. Observe students as they work to see how they’re getting along.

6. Have students reflect on what they learned.

Graduated Difficulty: Fractions

Level One

Graduated Difficulty: Fractions

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Level Two

Graduated Difficulty: Fractions

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Level Three

Graduated Difficulty: Fractions

62

Level Four

Graduated Difficulty: Fractions

63

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Reflection on Graduated Difficulty for Fractions

• What level did you choose? Why did you choose it?  

• What makes level two more challenging than level 1? What makes levels 3 more challenging than 2?  What makes level 4 more challenging than 3?

• What do you need to work on to move to the next level?

• Write a learning goal that expresses what you need to know and be able to do to move to the next level.

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How Will I Help Students Improve Their How Will I Help Students Improve Their Work Through Feedback and SelfWork Through Feedback and Self--Assessment?Assessment?Other rappers dis me.Say my rhymes are sissy.Why? Why exactly?Be more constructive With your feedback, please.

M i d i li t Th Fli ht f th C h d

What is the question?

—Music parody specialists The Flight of the Conchords, “Hiphopopatamus vs. Rhymenoceros”

When anyone is trying to learn, feedback about the effort has three elements: recognition of the desired goal, evidence about present position, and some understanding of a way to close the gap between the two. All three must be understood to some degree by anyone before he or she can take action to improve learning. 

— Paul Black and Dylan Wiliam,Inside the Black Box: Raising Standards Through Classroom Assessment, 1998, p. 143

Glow and Grow

What is it?A feedback tool that boosts confidence and achievement by telling students what they’ve done well (what “glows”) and what they can do to improve (where they can “grow”) 

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Glow and growGlow and grow

What do you think glows?

What do you thinkWhat do you think needs to grow?

Glow and growGlow and grow

Three ways your work GLOWSGLOWS…  • Your sentences start with capital letters and end with periods.  • You remembered to give three reasons why you like your toy.  • You stuck to the topic. Everything is about your favorite toy. 

Two ways your work can GROWGROW… • Four of your sentences start with the word “my.”          Can you start some of them with a different word?   

• Your letter “z” is backwards. Can you find and fix your mistakes? 

What is it?Feedback that prepares students to produce higher‐quality work by helping them understand what they’ve done well what needs work and why

WHAT AND WHY FEEDBACK

69

they’ve done well,  what needs work, and why

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WHAT AND WHY FEEDBACKWhat’s the difference between the sentences in column A and column b?

Column A Column B

This is an extremely effective concluding sentence.

It sums‐up the ideas in your paragraph and relates back to your topic sentence.y p

This is the third problem set in a row where you’ve gotten a perfect score.

Your strategy of checking your calculations before submitting your work is paying off!

WHAT AND WHY FEEDBACK

What: This is an extremely effective concluding sentence.

Why: It sums‐up the ideas in your paragraph and relates back to your topic sentence.

What: This is the third problem set in a row where you’ve gotten a perfect score. 

Why:  Your strategy of checking your calculations before submitting your work is paying off!

How Will I Help Students Monitor Their Learning How Will I Help Students Monitor Their Learning and Establish Goals and Plans for Moving Forward?and Establish Goals and Plans for Moving Forward?

Without continual growth and progress, such words as improvement, achievement, and success have no meaning.

— Benjamin Franklin 

What is the question?

We tend to think of students as passive participants in assessment rather than engaged users of the information that assessment can produce. What we should be asking is, how can students use assessment to take responsibility for and improve their own learning?

— Stephen Chappuis and Rick Stiggins, “Classroom Assessment for Learning,” 2002, p. 41

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What is it?A tool that transforms classroom tests into learning opportunities by helping students analyze their performance and devise customized plans for 

TEST ASSESSMENT

improvement (Which content objectives did I master? Which caused me problems? What can I do to move forward?)

TEST ASSESSMENT

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What is it?A tool used to give students a second chance to take a test after they have analyzed their errors in order to improve h i f

SECOND‐CHANCE TEST

their performance

Retention is stronger when students analyze and correct their own mistakes.

— IES National Center for Educational Research         Organizing Instruction and Study to Improve Student Learning

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What is it?A tool that makes test‐taking experiences more positive by giving students the opportunity to demonstrate their knowledge of untested material and express their feelings about their tests

TEST FEEDBACK

and express their feelings about their tests

It also provides teachers with feedback about the effectiveness of classroom instruction

TEST FEEDBACK

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How Will I Use Writing Tasks to Have Students How Will I Use Writing Tasks to Have Students Synthesize and Show What They Know?Synthesize and Show What They Know?

Dancing in all its forms cannot be excluded from the curriculum of all noble education; dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with the pen? 

— Friedrich Nietzsche

f d h id f h l b i d i b fill d

What is the question?

If you detest the idea of school becoming an academic boot camp filled with six hours a day of practice multiple‐choice test questions, then you should support student writing for its engagement, interest, and fun. If you worry about your child’s performance in the world of high‐stakes testing, then you too should support student writing, because it is the skill most directly related to improved scores in reading, social studies, science, and even mathematics.

— Douglas Reeves, Reason to Write, 2002, p. 5

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CONSTRUCTED RESPONSE

What is it?An acronym‐based technique that helps students craft high‐quality answers to constructed‐response items; students’ responses can then be used to assess their content knowledge and/or writing skills / g

CONSTRUCTED RESPONSE

What are some of the problems your students have difficulty with when writing a response to an open‐ended question?

CONSTRUCTED RESPONSE

1. How to read the question carefully2. What kind of thinking the question is asking of them3. How to collect and organize their ideas4. How to find their big idea5 How to use details and give supporting evidence

Eight challenges students face when writing a constructed response:

5. How to use details and give supporting evidence6. How to sequence their arguments7. How to end a writing piece8. How to write legibly, spell correctly, and use proper 

writing mechanics

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RRead the question or writing prompt slowly and carefully

EEstablish the purpose for writingSStart by introducing your topic or thesisPProvide evidence, reasons, or examples to support your 

CONSTRUCTED RESPONSE

, , p pp yopening statement or thesisOOrganize your supporting informationNNail your endingSSkim your draft for errors, unclear terms/ideas, and rough‐sounding writingEEdit and polish your original response

WRITING FRAMES

What is it?A collection of customizable writing frames that can be used to assess and extend student learning 

Writing Frames are extremely versatile in the sense that they can be used in different ways and for different purposes: 

• They can be used to deepen and check students’ grasp of critical content at any point in the instructional process (start, middle, or end of a lesson/unit). 

WRITING FRAMES

• They can be used for both formative and summative purposes. 

• They can be used to develop specific kinds of thinking and writing skills.

• They can be used to differentiate assessment and boost student engagement. 

• They can be used to target Common Core State Standards.

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Compare & ContrastRelate personallyEvaluateAssociateTrace/sequence

Identify & describeDefineExplore possibilitiesArgue a positionSummarize

Interpret/analyzeValidateExplain

How Will I Develop HighHow Will I Develop High--Quality Culminating Quality Culminating Assessment Tasks and Evaluation Frameworks?Assessment Tasks and Evaluation Frameworks?

What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.

— George Bernard Shaw

[Traditional tests] measure only narrow bands of skills Broader

What is the question?

[Traditional tests] measure only narrow bands of skills. Broader tests can give broader ranges of scores and help students see where they have mastery and where they need to improve.

—Robert J. Sternberg,“Assessing What Matters,” 2007/2008, p. 33

What is it?A tool that simplifies the process of creating rubrics and rating scales by providing a list of criteria (a “C‐List”) to choose from 

C‐LIST

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C‐LISTI will assess my students’ work for the following dimensions:

Completion: Did the student complete the assignment in a timely and responsible manner?

Content: Does the student demonstrate a thorough understanding of the relevant material?

Competence:  Does the student’s work reflect competence in a particular skill(s)?

Craftsmanship: Does the student’s work reflect care, craftsmanship, and quality?

C i ti Did th t d t i t hi h th ht i l dCommunication:  Did the student communicate his or her thoughts in a clear and effective manner?

Creativity: Is the student’s work creative, original, and interesting?

Cooperation:  Did the student help others or contribute to the success of a group?

Character:  Did the student demonstrate positive attitudes, behaviors, or habits of mind?

Critical Thinking: Does the student’s work reflect complex and analytical thinking?

Complex Problem Solving: 

Did the student approach problems in a thoughtful/logical way?

What is it?A tool that makes performance assessment tasks easier to design by providing a planning template and a menu of authentic tasks, contexts, and thinking skills to choose from

PERFORMANCE TASK DESIGNER

The Performance Assessment Designer tool helps you design tasks that

assess  students’ mastery of key content (declarative or procedural knowledge);assess students’ ability to use a specific thinking process(es);

PERFORMANCE TASK DESIGNER

assess students  ability to use a specific thinking process(es);require students to create meaningful products; andincorporate real‐world contexts (increases authenticity and engagement).

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CONTENT KN

OWLEDGE

Solvingpe

rcen

tage

prob

lems

THINKING PRO

CESSES

Errora

nalysisandpattern‐fin

ding

Solving pe

rcen

tage problem

sError a

nalysis and patternfin

ding

You be

 the

 Tea

cher!

TASK

 DESCR

IPTION: 

Here are six pe

rcen

tage problem

s that a stude

ntcompleted

 for ho

mew

ork.  

Preten

dthat

youaretheteache

rExam

inethestud

ent’s

workiden

tifythe

Preten

d that you

 are th

e teache

r.  Examine the stud

ents work, iden

tify the 

errors, and

 correct th

em. The

n iden

tify and explain the flaw in

 thinking

 that led 

the stud

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 these errors und

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 and

 how

 to

avoidmakingasimilartype

ofmistake

inthefuture.

to avoid m

aking a similar type

 of m

istake in

 the future.

ASSESSM

ENT CR

ITER

IA•Locates and corrects m

istakes

Idtifi

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ithiki

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•Iden

tifies and clearly explains the

 flaw

 in th

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 that led to th

e mistakes.

•Designs a lesson

 plan that explains what the

 error is and

 how

 to avoid 

making it.

92

CONTEXT

Teaching

/Edu

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ODUCT

Classroo

m lesson

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Packed and Ready to Go…TASK DESCRIPTION: Look at the collection of travel brochures and pick a place that looks like it would be fun to visit. Use the pictures on the brochure to guess what the weather is like in that place. Then look at the pieces of clothing on your 

CONTENT KNOWLEDGEDifferent places have different weatherThe weather influences what you wear  

THINKING PROCESSESInterpreting data from brochuresPlanning what to pack

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worksheet and decide which ones you would pack if you were going there on vacation. Cut those pieces of clothing out and paste them onto your suitcase. Record the name of the place that you’re planning to visit and explain why you packed what you packed. What will the weather be like? How do the clothes that you packed “fit” with that weather?

ASSESSMENT CRITERIA (not shown)

CONTEXTTravel and Tourism 

PRODUCTSuitcase full of clothing 

and explanation

You be the Teacher!TASK DESCRIPTION: Here are six percentage problems that a student completed for homework.  Pretend that you are the teacher.  Examine the student’s work, identify the errors, and correct them. Then identify and explain the flaw in thinking that led 

CONTENT KNOWLEDGESolving percentage problems

THINKING PROCESSESError analysis and pattern‐finding

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the student who jade these errors understand where he went wrong and how to avoid making a similar type of mistake in the future.

ASSESSMENT CRITERIA• Locates and corrects mistakes• Identifies and clearly explains the flaw in thinking that led to the mistakes.• Designs a lesson plan that explains what the error is and how to avoid making it.

CONTEXTTeaching/Education

PRODUCTClassroom lesson

How Will I Differentiate Summative Assessment How Will I Differentiate Summative Assessment to Promote Success for All Students?to Promote Success for All Students?

Now, the world don’t move to the beat of just one drum,What might be right for you, may not be right for some.

— Alan Thicke, Gloria Loring, and Al Burton, “It Takes Diff’rent Strokes” (theme song)

What is the question?

Many of the students we are consigning to the dust heaps of our classrooms have the abilities to succeed. It is we, not they, who are failing. We are failing to recognize the variety of thinking and learning styles they bring to the classroom, and teaching them in ways that don't fit them well.

— Robert J. Sternberg, Thinking Styles, 1997, p. 17

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

TASK ROTATION

What is it?A differentiated assessment framework that uses four different styles of tasks to test students’ grasp of critical content material

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Sternberg and Grigorenko (2003) note that students who fail to achieve their academic potential often fail because we have failed to teach and assess them in ways that are consistent with their individual talents. Task Rotation addresses this problem by giving students the chance to “show what they know” in a way h l h d l h h l

TASK ROTATION

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that appeals to them and plays to their strengths. It also prepares them to become stronger, more well‐rounded thinkers by having them complete tasks that are outside of their normal comfort zones. 

MASTERY TASKSMASTERY TASKS assess students’ ability to remember information or 

follow procedures with accuracy and precision. 

To create a Mastery task, you might ask students toRecall important information (facts, formulas, dates, etc.)Define terms or conceptsDemonstrate, describe, or follow a set of proceduresPut information into sequential orderCreate and label visual displays (charts, maps, diagrams, etc.)Perform calculations or procedures with accuracyList or summarize informationDescribe something or someone (who, what, when, where)

INTERPERSONAL TASKSINTERPERSONAL TASKS assess students’ ability to make personal 

connections to the content material and to other people.

To create an Interpersonal task, you might ask students toShare their feelings, reactions, or opinions about the contentConnect or apply the content to their personal lives/experiencesTeach, work with, or offer advice to other peoplePersonify something (If you were __, what would you feel/do?)Put themselves in someone else’s shoes (real or fictional)Prioritize information ormake decisions based on personal valuesCommunicatewith others (write a letter, diary entry, etc.)Role play

UNDERSTANDING TASKS SELF EXPRESSIVE TASKS

Four Different Styles of Assessment Tasks 

MASTERY TASKS

MASTERY TASKS assess students’ ability to remember information or 

follow procedures with accuracy and precision. 

To create a Mastery task, you might ask students toRecall important information (facts, formulas, dates, etc.)Define terms or concepts

UNDERSTANDING TASKS

UNDERSTANDING TASKS assess students’ ability to explain and think 

about the content in an analytical way.

To create an Understanding task, you might ask students toCompare and contrast items, ideas, events, procedures, or peopleAnalyze causes and effects

SELF‐EXPRESSIVE TASKS

SELF‐EXPRESSIVE TASKS assess students’ ability to express and apply 

their learning in new and creative ways.

To create a Self‐Expressive task, you might ask students toSpeculate or anticipate consequences (What if __?)Represent information non‐linguistically (Create a symbol for __.)

INTERPERSONAL TASKS

INTERPERSONAL TASKS assess students’ ability to make personal 

connections to the content material and to other people.

To create an Interpersonal task, you might ask students toShare their feelings, reactions, or opinions about the contentConnect or apply the content to their personal lives/experiences

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UNDERSTANDING TASKS

UNDERSTANDING TASKS assess students’ ability to explain and think 

about the content in an analytical way.

To create an Understanding task, you might ask students toCompare and contrast items, ideas, events, procedures, or peopleAnalyze causes and effectsPresent a logical argument/support a position with evidenceExplain whyClassify and categorizeGenerate and test hypothesesMake or evaluate decisions using specific criteriaAnalyze, interpret, and draw conclusions about data, texts, etc.

SELF‐EXPRESSIVE TASKS

SELF‐EXPRESSIVE TASKS assess students’ ability to express and apply 

their learning in new and creative ways.

To create a Self‐Expressive task, you might ask students toSpeculate or anticipate consequences (What if __?)Represent information non‐linguistically (Create a symbol for __.)Create or invent something original (product, slogan, myth, etc.)Discuss the implications or big‐picture significance of somethingUse a simile to illustrate their understanding of a concept or idea Generate alternatives (solutions to a problem, endings to a story)Apply their learning to a new and different contextExpress their learning in a creative or artistic way

Demonstrate, describe, or follow a set of proceduresPut information into sequential orderCreate and label visual displays (charts, maps, diagrams, etc.)Perform calculations or procedures with accuracyList or summarize informationDescribe something or someone (who, what, when, where)

Present a logical argument/support a position with evidenceExplain whyClassify and categorizeGenerate and test hypothesesMake or evaluate decisions using specific criteriaAnalyze, interpret, and draw conclusions about data, texts, etc.

Create or invent something original (product, slogan, myth, etc.)Discuss the implications or big‐picture significance of somethingUse a simile to illustrate their understanding of a concept or idea Generate alternatives (solutions to a problem, endings to a story)Apply their learning to a new and different contextExpress their learning in a creative or artistic way

Teach, work with, or offer advice to other peoplePersonify something (If you were __, what would you feel/do?)Put themselves in someone else’s shoes (real or fictional)Prioritize information or make decisions based on personal valuesCommunicate with others (write a letter, diary entry, etc.)Role play

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MASTERY TASKS  

MASTERY TASKS assess students’ ability to remember information or follow procedures with accuracy and precision.  To create a Mastery task, you might ask students to  

• Recall important information (facts, formulas, dates, etc.) 

• Define terms or concepts • Demonstrate, describe, or follow a set of 

procedures • Put information into sequential order • Create and label visual displays (charts, maps, 

diagrams, etc.) • Perform calculations or procedures with 

accuracy • List or summarize information • Describe something or someone (who, what, 

when, where)  

INTERPERSONAL TASKS  

INTERPERSONAL TASKS assess students’ ability to make personal connections to the content material and to other people. To create an Interpersonal task, you might ask students to  

• Share their feelings, reactions, or opinions about the content 

• Connect or apply the content to their personal lives/experiences 

• Teach, work with, or offer advice to other people 

• Personify something (If you were __, what would you feel/do?) 

• Put themselves in someone else’s shoes (real or fictional) 

• Prioritize information or make decisions based on personal values 

• Communicate with others (write a letter, diary entry, etc.) 

• Role play  UNDERSTANDING TASKS 

 UNDERSTANDING TASKS assess students’ ability to explain and think about the content in an analytical way. To create an Understanding task, you might ask students to  

• Compare and contrast items, ideas, events, procedures, or people 

• Analyze causes and effects • Present a logical argument/support a position 

with evidence • Explain why • Classify and categorize • Generate and test hypotheses • Make or evaluate decisions using specific 

criteria • Analyze, interpret, and draw conclusions 

about data, texts, etc.  

SELF‐EXPRESSIVE TASKS  

SELF‐EXPRESSIVE TASKS assess students’ ability to express and apply their learning in new and creative ways. To create a Self‐Expressive task, you might ask students to  

• Speculate or anticipate consequences (What if __?) 

• Represent information non‐linguistically (Create a symbol for __.) 

• Create or invent something original (product, slogan, myth, etc.) 

• Discuss the implications or big‐picture significance of something 

• Use a simile to illustrate their understanding of a concept or idea Generate alternatives (solutions to a problem, endings to a story) 

• Apply their learning to a new and different context 

• Express their learning in a creative or artistic way  

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

AREA & PERIMETER

Mastery TaskIf a 4˝ X 10˝ rectangle were placed next to a 5˝ X 12˝ rectangle as shown in the figure below, what would be the areaand perimeter of the combined figure? 

Criteria for success: Show and explain 

Interpersonal TaskPick your two favorite rooms at home or in school and sketch their floor plans. On your sketch, record the dimensions of the rooms (remember to indicate units), their areas and perimeters, and the reasons why you selected them.Criteria for success: Complete all parts 

SAMPLE TASK ROTATION: Mathematics (Middle School)

your work. of the task and show your calculations.Understanding Task

What is the fewest number of sides that you must know to accurately calculate the area and perimeter of a figure like this one?

Criteria for success: Explain your reasoning.

Self‐Expressive TaskCreate a problem that asks someone to calculate the area and perimeter of a shape that you create by combining two rectangles, a square, and an equilateral triangle. Provide a detailed answer key.Criteria for success: The problem that you create must be solvable using only four measurements.

“I HAVE A DREAM”Mastery Task

Pretend that you are a reporter assigned to cover Dr. King’s “I Have a Dream” speech. Write an article about what you saw and heard. 

Criteria for success: Your article should indicate when, where, and why the speech was given. It should also summarize Dr. King’s dream.

Interpersonal TaskIf you had been on the National Mall that day with the hundreds of thousands of other people who came to hear Dr. King speak, how do you think you would you have felt? Describe your feelings in a diary entry.

Criteria for success: Describe how you would have felt and why you would have felt that way. Be specific: What aspects of the speech, the crowd, or the overall scene would have triggered those feelings?

SAMPLE TASK ROTATION: Social Studies (High School)

Understanding TaskHas Dr. King’s dream been realized? Write a one or two paragraph response to this question.

Criteria for success: Take a clear position and support that position with specific evidence andexamples.

Self‐Expressive TaskDr. King’s speech was so rich with images and metaphors that people could see his dream in their minds as he spoke. What did you see when you listened to his speech? Draw your vision of Dr. King’s dream on paper. Identify at least three specific lines or passages that inspired your image.

Criteria for success: Your completed product should illustrate your understanding of the specific passages that you selected. It should also convey a general understanding of Dr. King’s hopes and dreams for the future. 

How Will I Help Students Reflect on, Learn from, How Will I Help Students Reflect on, Learn from, and Celebrate Their Achievements?and Celebrate Their Achievements?

By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.

— Confucius

T h h t fl ti l th t

What is the question?

Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning. They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of "facilitator of meaning making.”

— Arthur L. Costa and Bena Kallick, Learning and Leading with the Habits of Mind, 2008, p. 222

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

A JOB WELL DONE

What is it?

A collection of easy‐to‐use techniques for acknowledging 

and celebrating students’ achievements

A JOB WELL DONERECOGNITION TECHNIQUES

OOHS AND AAHSHave students acknowledge behaviors or qualities of work that deserve recognition by making “ooh and aah” sounds. Oohs and aahs can be initiated by you (identify something specific that a student has done well and ask the class to ooh and aah in appreciation) or by your students (ask students to ooh and aah when they see or hear something they think is worth praising). 

A JOB WELL DONERECOGNITION TECHNIQUES

SHOUT OUTIdentify actions or accomplishments that you want to acknowledge, and ask the class to give the appropriate student(s) a “shout out” for those accomplishments. Be specific about what the shout outs are for so that everyone can learn from the experience. 

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Tools for thoughtful Assessment Break out Session #32:15pm‐3:45pm

A JOB WELL DONERECOGNITION TECHNIQUES

ROUND OF APPLAUSEThis technique is similar to Oohs and Aahs except that students clap their hands in a circular motion instead of oohing and aahing. (“As Andre reads his essay aloud, let’s give him a round of applause for every piece of evidence that supports his thesis statement.”)

A JOB WELL DONERECOGNITION TECHNIQUES

BIG OKThis technique is similar to Oohs and Aaahs except that students make an “OK” sign with their hands instead of making sounds of appreciation. 

A JOB WELL DONERECOGNITION TECHNIQUES

PAPER PLATE AWARDSCreate awards out of paper plates to acknowledge students’ efforts and/or achievements. (If you prefer, you can have students create plates for each other.) In either case, awards should state the recipients’ names and explain exactly whatbehaviors or quality characteristics are being recognized.

Good Job onYour Report!

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A JOB WELL DONERECOGNITION TECHNIQUES

HAPPYGRAMSIf you want to acknowledge a student’s actions or achievements in a more private way, send that student a HappyGram To do this create a form that looks like aHappyGram. To do this, create a form that looks like a telegram, address the outside with the student’s name and a happy face, and write a message to the student on the inside explaining what you’re happy about. 

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