Stages 1 and 2Stages 1 and 2

Wednesday, August 1st, 2012

Stage 1: Step 5Stage 1: Step 5

National and State Standards

Stage 1, Step 5: Identify Desire Results - Learning Goals

Stage 1, Step 5: Identify Desire Results - Learning Goals

• Minnesota Academic Standards• http://education.state.mn.us/MDE/Academic_Excellence/Academic_St

andards/index.html

• Use reference number and description. • Example: English 9-12: III, B, 1• Integrate technology in your content

area. • ISTE/NETS for Students

• http://www.iste.org/AM/Template.cfm?Section=NETS

• Example: 1: a, 1: b

Lesson Plan TemplateLesson Plan Template

• Minnesota Academic Standards

• ISTE/NETS for Students

Established Goal(s): (National, State, District Standards)

English 9-12: III, B, 1

ISTE NETS for Students

1:a, 1:b

NETS for StudentsNETS for Students

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving and Decision Making

5. Digital Citizenship

6. Technology Operation and Concepts

Stage 2: Determine Acceptable Evidence -

Assessment Plan

Stage 2: Determine Acceptable Evidence -

Assessment Plan

Step 1: Select Assessments Step 1: Select Assessments

Select AssessmentsSelect Assessments

• What evidence will show that students understand?

The assessments will be included in the final lesson plan.

Evidence of UnderstandingEvidence of Understanding

• Once we know what we are going to teach (Stage 1) we need to avoid jumping to how to teach it (Stage 3).

• The focus of Stage 2 is determining what qualifies as evidence or proof that what we identified as most important in Stage 1.

Questions to ConsiderQuestions to Consider

• “What kinds of evidence do we need?”

• “What specific characteristics in students responses, products, or performances should we examine?”

• “Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding?”

Formative AssessmentFormative Assessment

• Carried out at the beginning or during a unit, providing the opportunity for immediate evidence of student learning.

• Allows teachers to go back to a particular concept and provide additional instruction or present it in a different manner.

Formative AssessmentFormative Assessment

• Anecdotal records• Quizzes and essays• Diagnostic tests• Lab reports

Summative AssessmentSummative Assessment

• Provides accountability through comprehensive assessment.

• Used to check the level of learning at the end of the unit.

• Reflects the cumulative nature of the learning that takes place in reaching the unit goals and objectives.

Summative AssessmentSummative Assessment

• Final exams• Statewide tests• National tests• Entrance Exams

Quiz and Test ItemsQuiz and Test Items

• Simple, content-focused questions that:• Assess for factual information, concepts, and

discrete skills.• Use selected-response or short-answer

formats.• Are convergent- typically have a single, best

answer.• May easily be scored using an answer key (or

matching scoring).• Are secure (known in advance).

Academic PromptsAcademic Prompts

• Open-ended questions or problems. • Require constructed responses.• Have no single best answer or solution

strategy.• Require students to think critically.• Involve analysis, synthesis, evaluation, or a

combination.• Require an explanation or defense of an

answer and methods used.• Require judgment-based scoring, using criteria

and performance standards.

Performance TaskPerformance Task

• Complex challenge that mirrors the issues and problems faced by adults. They yield one or more tangible products or performances.

GRASPSGRASPS

• G=What is the goal of the task? What is it designed to assess?

• R=What real-world role will the student assume as he/she is performing the task?

• A=Who is the audience for the task?• S=What is the situation that provides the context

for the task?• P=What is the product, performance or purpose

that is required by the task?• S=By what standards and criteria will the product,

performance or purpose be judged?

Authentic Performance TasksAuthentic Performance Tasks

• Are realistic• Require judgment and innovation• Ask a student to “do” the subject• Replicate or simulates the

contexts in which adults are tested in the workplace, community and home

Authentic Performance TasksAuthentic Performance Tasks

• Assess a student’s ability to efficiently and effectively use a repertoire of knowledge and skills to negotiate a complex task

• Allow appropriate opportunities to rehearse, practice, and consult resources, obtain feedback on performances, and refine performances and products

Step 2: Check for AlignmentStep 2: Check for Alignment

Check for AlignmentCheck for Alignment

• Appropriate criteria highlight the most revealing and important aspects of the work (given the goals), not just those parts of the work that are merely easy to see or score.

• The goal is to have at least one assessment per essential question.

Step 3: Create a RubricStep 3: Create a Rubric

RubricsRubrics

• A criteria-based scoring guide, enables assessors to make reliable judgments about student work and helps students self-assess.

• Answers the question: What does mastery (and varying degrees of mastery) for an achievement target look like?

• Outlines a set of criteria and a scoring system by which the quality of the product/performances can be evaluated.

Step 3: Create a RubricStep 3: Create a Rubric

• Use the sample rubric on p.19 in the curriculum guide to create a scoring system for each stated objective or performance task.

• Consider consulting a rubric template online to help!

This will be included in the final lessonplan.

Rubric TemplatesRubric Templates

• RubiStarhttp://rubistar.4teachers.org/index.php

• Rubrics 4 Teachershttp://www.theeducatorsnetwork.com/main/rubricindex.html

• Rubrics for Classroom Teachershttp://www.uwstout.edu/soe/profdev/rubrics.shtml