February 17, 2005 EDTE 373A

1
February 17, 2005 EDTE 373A

• Unit Overview
• Review Stage 2
• Goals Objectives
• Using Blooms Taxonomy
• We will know activity leading to
• Putting together outline for your assessment plan

2
Unit Design --A Dynamic Process
Community
Stage 1 Define Context
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this slide
School
Student Needs
Classroom
Design your Lessons
Learning Styles
Prior Knowledge
Stage 2 Establish Goals Outcomes
Revise Revisit
Sequence Flow
Stage 4 Design Instruction
Standards
Big Ideas
Summative
Objectives
Stage 3 Plan Assessment
Formative
3
Goals and Objectives

• Goals are general expectations of student
  outcomes
• included in Stage 2 of your Unit Design
• An objective is a statement of what the student
  should know or be able to do as a result of the
  instruction
• included to some extent in Stage 2
• included more fully in Stage 4 (in your lesson
  plans)

4
Middle School Unit

• Goal Students will learn how the stock market
  works.
• Objectives
• Students will define the basic components of a
  corporation
• Students will demonstrate their ability to read
  the Saturday stock market weekly report by
  finding information about specific stocks in an
  actual weekly report

5
Skip ahead to Assessment
6
What Big Ideas and grade-level California Content
Standard(s) will be Addressed?

• Some questions for identifying big ideas (used
  by permission from Grant Wiggins, Understanding
  by Design)
• Does it have many layers and nuances, not obvious
  to the naïve or inexperienced person?
• Do you have to dig deep to really understand its
  meanings and implications beyond a surface
  grasp?
• Is it prone to misunderstanding and/or
  disagreement?
• Are you likely to change your mind about its
  meaning and importance over a lifetime?
• Does it yield optimal depth and breadth of
  insight into the subject?
• Does it reflect the core ideas as judged by
  experts?

7
A big idea(used by permission from Grant
Wiggins, Understanding by Design)

• Is a focusing lens
• Provides great breadth, connections
• Lies at the heart of expert understanding of the
  subject
• Requires uncoverage because its meaning/value
  not obvious, is counter-intuitive, prone to
  misunderstanding

8
Big Ideas Typically appear as(used by
permission from Grant Wiggins, Understanding by
Design)

• Concept (migration, function, quantum)
• Theme (Coming of Age, Go West
• Debate (nature vs. nurture, conservatives vs.
  liberals)
• Point of view (deconstruction, vegetarianism)
• Paradox (Freedom must have limits, imaginary
  numbers)
• Theory (evolution, Manifest Destiny)
• Principle (All men are created equal, Fma)
• Underlying assumption (fair play, texts have
  meaning)
• Question (Why leave home? Can we prove it?)

Back to Template
9
What Essential Questions will guide this unit and
focus teaching/learning?(used by permission from
Grant Wiggins, Understanding by Design)

• Essential Questions
• Have no simple right answer they are
  arguable, intended to lead to more questions or
  to unobvious understandings
• Raise other important questions
• Often address philosophical or conceptual
  foundations of a discipline
• Naturally and appropriately recur to highlight
  big ideas and issues
• Can effectively provoke and sustain student
  inquiry, while also focusing learning and final
  performance(s)
• Can be overarching and topical, guiding or
  provoking

10
Sample Essential Questions(used by permission
from Grant Wiggins, Understanding by Design)

• Can we look but not see?
• Are insects strong since they are survivors?
• What is clean water?
• How do we come to know the natural world and our
  place in it?
• No Pain, No Gain A useful tip about fitness
  or harmful advice?

• When is it bending the rules and when is it
  breaking the rules in sports?
• What makes a great book great?
• Does food that is good for you have to taste bad?
• Is global warming real?
• Is it due more to bad habits or lack of knowledge
  that we do not eat right?

Back to Template
11
What Skills will students acquire?

• Ideally, skills should be integrated into any
  lessons you design
• The skills you articulate in your unit plan will
  be content specific
• For example, if you are planning a science unit
  you will probably address skills such as
  conducting careful investigations, posing
  testable questions, formulating evidence-based
  explanations, and so on

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Given the targeted unit goals, students will need
to know

• The Content Standards have already identified
  what students need to know in each content area
  and at each grade level
• After identifying the content standards for your
  particular unit, construct a concept map
• This map now forms the basis for stating what
  students need to know
• However, dont limit this section to the content
  standards only. Identify any other need to
  know outcomes you expect to come out of this unit

Back to Template
13
Given the targeted unit goals, students will need
to be able to

• As with identifying what students need to know,
  what students need to be able to are also
  derived from the Content Standards in each
  content area and at each grade level
• Again, consult the concept map you constructed to
  identify what students need to be able to
• Then list any other skills, tasks, and/or other
  actions you expect students to accomplish in this
  unit
• For example

14
Based on the Standards Frameworks here is a
concept map for Electricity Magnetism
Back to Template
15
Planning Assessment

• Occurs before planning specific teaching
  learning activities
• Involves asking what evidence will indicate
  whether or not students have achieved the goals
  outcomes of Stage 2?
• Includes multiple methods collected over time

16
Multiple Assessment Methods
Click on the blue text for more details or the
button below to skip ahead
17
Informal Checks for Understanding

• Hand Signals (thumbs up, thumbs down, wave hand)
• Index Card Summaries (Summarize a big idea you
  got from this lesson)
• Index Card Questions (State one thing you dont
  understand about...)
• Question Box (a place to leave questions about
  concepts processes)
• Misconception Checks (State a common
  misconception ask if they agree/disagreewhy or
  why not?)
• Observations
• Interviews, Dialogues, Open-Ended Questions
• Daily journal entries

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Traditional Assessment

• Multiple Choice potentially useful for baseline
  measurement of content knowledge vocabulary
• True-False More useful to assess attitudes
  applications of ideas versus content/vocabulary
• Matching More responses that list items
  increases likelihood of higher level thinking
• Completion/Short Answers Reduces guesswork but
  need careful wording to avoid ambiguous answers

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Essays/Prompts

• Useful in the assessment of problem-solving
  skills and complex interrelationships between
  concepts and processes
• Provides opportunities for students to develop
  written communication skills
• Shortcomings include the subjective nature of
  essay questions (no single right/wrong answer)
  and English Language learner variabilities
• Important to provide expectations and use some
  kind of grading rubric

20
Authentic Assessment

• Performance-based
• may be used to assess correct answers and the
  processes used to get there
• usually involves use of concrete materials
• may include models, scientific illustrations
  diagrams, experiments, and other contextualized
  demonstrations
• Projects students investigate authentic
  questions and use processes of investigation
  experimentation to find solutions
• Interviews Student Journals a good way to
  identify thinking problem-solving abilities,
  misconceptions, and communication skills
• Portfolios a collection of student work over
  time that provides evidence and reflections
  demonstrating knowledge, abilities
  understanding
• Graphic Organizers such as concept maps Venn
  diagrams help assess students grasp of the
  interrelationship among concepts

21
These Multiple Assessment Methods should be
imbedded in the 3 levels identified in the Stage
3 Template

• 1. Diagnostic Assessment
• 2. Formative Assessment
• 3. Summative Assessment

22
Skip Ahead To Objectives Activities
23
Diagnostic Assessments

• Measure existing knowledge skills
• Measure mastery of preceding sets of content
  standards
• Serve as a diagnostic tool to help plan
  instruction
• Provide pre-test data to be compared to
  post-test data at the end of the unit
• Should be administered under same conditions for
  all students

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
24
Formative (Progress Monitoring) Assessments

• Monitor student progress on an ongoing basis
  throughout the unit
• Inform the teacher about what is working, what
  isnt and what adjustments to the plan are needed
• Identify struggling students who need direct
  interventions
• Provide quick feedback to students with
  opportunities to improve

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
25
Summative quizzes, tests, prompts, and/or other
assessments

• End-of-unit measurement of students ability to
  apply the science knowledge and skills they have
  acquired.
• Require students to demonstrate the extent they
  have met the goals and objectives identified in
  Stage 2
• Provide a post-test comparison to the
  pre-test conducted before the unit began

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
26
Web Links to Grade Level Assessments

• Grade 5
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_5.pdf
• http//education.jlab.org/solquiz/sci5_26.html
• http//web.dps.k12.va.us/parkave/soltest.htm
• http//www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level1test.pdf
• http//www.exemplars.com/science_3-5/science_3-5_s
  ample.html
• Grade 6
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level2test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html

• Grade 7
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 8
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/sci8_42.html
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964

Back to Assmnt Template
27
Web Links to High School Assessments

• Grade 9-12 Biology
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.4tests.com/exams/examdetail.asp?eid39
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf
• http//www.state.tn.us/education/tsscwebsamf02tng.
  pdf
• http//testpilot.isbe.net/ISBE/PSAE/Science/index.
  html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  2295
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Chemistry
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/chem_37.html
• http//www.4tests.com/exams/examdetail.asp?eid33
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf

• Grade 9-12 Physics
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_9.pdf
• http//www.vismt.org/programs/assessment/sample_te
  st_11.pdf
• http//www.getsmarter.org/challenge/real.cfm?grade
  12thsubjectphysicsnameLeftBlanksex0age1s
  tateLeftBlankcountryUnitedStatesiam1rating0
  access3
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//testpilot.isbe.net/ISBE/PSAE/Science/index.
  html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  3620
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Earth Sciences
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/esci_73.html
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf

Back to Assmnt Template
28
Whats wrong with this objective?

• Students know how to compare the physical
  properties of different kinds of rocks and know
  that rock is composed of different combinations
  of minerals.
• Know is vague and difficult to assess.
• Q How can we fix it?
• A ACTION VERBS!

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Blooms 6 Levels of Thinking
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Compare the 2 objectives

• Students know how to compare the physical
  properties of different kinds of rocks and know
  that rock is composed of different combinations
  of minerals.
• Students will identify and compare the physical
  properties of different kinds of rocks.
  Additionally, students will be able to sort and
  classify rocks according to their different
  combinations of minerals.

31
Objective Samples using Bloom's Different Levels

• Recall Level Using a blank map of the world,
  students will correctly label at least 5 country
  names in each of the 6 populated continents.
• Comprehension Level After reading a book on the
  country of their choice, students will write a
  two-page summary of the history of that country,
  containing at least six major events.
• Application Level After viewing a film on
  crafts of many cultures and researching the
  crafts of one selected country, students will
  create a facsimile of a craft object from that
  country, using materials as similar to those used
  by the people of that culture as possible.

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Objective Samples using Bloom's Different Levels

• Analysis Level After listening to classmates
  report on the contributions made by the people of
  the countries they have each selected to study,
  students will create a chart comparing
  contributions in a least five categories art,
  music, literature, science, agronomy.
• Synthesis Level At the conclusion of the unit,
  students will work together to plan an exhibit of
  their products and a celebration of cultures
  around the world. A follow-up discussion will be
  held to have student evaluate the success of each
  of these elements of the event.
• Evaluation Level After students have charted
  the contributions made by each country studies in
  this unit, students will each write a 2-page
  essay stating their judgment about which country
  has made the greatest contributions to mankind.
  Their opinions must be supported by giving
  examples or otherwise showing evidence for their
  point of view.

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In small groups

• Use ACTION VERBS from Blooms Wheel to rewrite
  the learning objectives you wrote for today

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We will know our students

• Understand ______________________________ when
  they
• Know ___________________________________
• when they
• Are able to ______________________________ when
  they

35
For next week

• Create an outline of potential assessments you
  could use for your unit, based on the How will
  we know activity conducted in class
• Organize this outline under 3 broad categories of
  Diagnostic, Formative and Summative Assessments
• Incorporate Formal and Informal assessment
  possibilities