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Assessment Trainer Follow-up

Assessment Trainer Follow-up. June 29 th , 2011 Board of Education Room. Agenda. See packet Objectives Taxonomies and Practice District Process Meeting time Targets Q and A. Objectives for this Session.

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Assessment Trainer Follow-up

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  1. Assessment Trainer Follow-up June 29th, 2011 Board of Education Room

  2. Agenda • See packet • Objectives • Taxonomies and Practice • District Process • Meeting time • Targets • Q and A

  3. Objectives for this Session • Gain a better understanding of the New Taxonomy versus the Depth of Knowledge level and practice utilizing these tools with our current power standards. • Receive a detailed description of the process for training and the expectations of the process. • Ask questions for clarity regarding the training model and assessment process.

  4. Taxonomies • See packet • The comparison chart (this is a total Brian creation, so I hope it doesn’t confuse) • See the comparison chart. New Taxonomy and DOK Comparison Chart.docx • Take a moment to review. • Similarities and Differences? • Color overlap chart demonstrating a connection between the two.

  5. Taxonomies (continued) • My observations • New Taxonomy • More detailed break down • Examples and text resources available for faculty • Emphasis on what students are actually doing • It is new and just being implemented in some areas • DOK • Our people have been exposed to this • Current MAP utilizes this terminology (unsure of the future) • Categories are broad – Do we lose something here? • Focuses on the verbs used to design activities • Your thoughts?

  6. Sample Template with Taxonomy • In your packet is a sample that I created. • Not perfect but it reflects what Dr. Chambers was asking from our team Sample Scoring Template with Taxonomy.docx • Really need to look at the utility of our templates. • For example, on the sample provided, is the level 2 really a level 2? Or is this what we would want for a 1? Also, at what taxonomy is 2 written? Do we need to have higher expectations for this? • Really need to look at what level the standard is written. • R1E is asking students to use their skills and knowledge of various tools and apply those to an unknown situation. • Do our activities and assessments reflect this level of rigor?

  7. Guided Practice • Utilizing the sheet in your packet entitle Quick Practice, a scoring template of your choice, and the taxonomy comparison sheet, work in teams to address the following questions: • What is the standard asking students to do? At what level is it written? • Level 3 on your generic scoring template should reflect the level of taxonomy at which the standard was written. • Level 4 should reflect a higher taxonomical level and level 2 a lower taxonomical level without assistance from the teacher. Go beyond the verbs to the actions required by the students. • What type of assessment tasks would reflect this level of difficulty? • What implication does this have for our instruction? • If time allows, repeat this activity utilizing another scoring template.

  8. How Assessments will be Built

  9. Completion Targets • After having worked a little more with the templates and taxonomy, what seems realistic to you? • Initially, we had hoped to have a pre- and post-assessment battery for each power standard by the end of this year; however, I would like to get your input.

  10. Conclusion • What other supports will you need to raise your comfort level in the process?

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