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High Expectations: High Quality Student Assignments

Welcome!. High Expectations: High Quality Student Assignments. Heather Boggs Sass High Schools That Work. Our Agenda. High Expectations: Where Are We and Where Would We Like to Be? What Do High Quality Assignments and Assessments Look Like? Analyzing Assignments and Assessments

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High Expectations: High Quality Student Assignments

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  1. Welcome! High Expectations:High Quality Student Assignments Heather Boggs Sass High Schools That Work

  2. Our Agenda • High Expectations: Where Are We and Where Would We Like to Be? • What Do High Quality Assignments and Assessments Look Like? • Analyzing Assignments and Assessments • Developing High Quality Assignments and Assessments • Strategies for Engaging Teachers Ohio HSTW

  3. Getting Organized • Group Roles • Facilitator • Timekeeper • Recorder/Reporter • Side Bar Conversations • Cell Phones Ohio HSTW

  4. Good to Great: The Challenge • “Deep implementation of a few things, beats superficial implementation of many things.” • It’s critical mass that matters; not whether or not you are “doing” a school improvement “program.” Doug Reeves, HSTW 2007 Summer Conference Presentation Ohio HSTW

  5. Good News Equity gaps can be closed Specific culture, leadership, and teaching decisions WILL make a difference Bad News Implementation is not at the depth we need to make a difference Assumptions about how well actions are understood and implemented “We’ve already done this!” keeps us from deepening implementation Improving Student Achievement Ohio HSTW

  6. High Expectations: Where Are We and Where Would We Like to Be? • Seven Areas of Indicators • Rate Your Level of Implementation on Each Indicator • Summarize Your Strengths and Areas for Improvement Handouts, pages 4-6 Ohio HSTW

  7. What Do High Quality Assignments and Assessments Look Like? Ohio HSTW

  8. Assignment Levels Decline As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC. Ohio HSTW

  9. Pattern Continues in HS Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina Ohio HSTW

  10. How Do We Know When Assignments and Assessments are Rigorous? • “Targeted” Content Alignment to Standards • Begin with state standards or grade level expectations and college readiness standards • “Unwrap” required knowledge and skills • Design assessment • Design instruction to help all students reach proficiency • Cognitive Alignment--Level of Challenge or Cognitive Complexity • Read descriptors and circle distinguishing words • How does this match your present conceptions of levels of complexity? WP 6 Ohio HSTW

  11. Cognitive Complexity—Descriptors • National Assessment of Educational Progress • Basic • Proficient • Advanced • Bloom’s Taxonomy • “Classic” • Updated terminology HS WP 8-20 WP 21-24 Ohio HSTW

  12. Revision of Bloom’s Taxonomy Bloom’s Taxonomy Revised Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Remember • Understand • Apply • Analyze • Evaluate • Create Source: Anderson et al. (2001). Ohio HSTW

  13. Updated Bloom’s Taxonomy • Knowing “How” • Knowing “What” • Each brings a different level of knowledge into play • Factual • Conceptual • Procedural • Meta-cognitive • Two-dimensional—intersection of cognition and knowledge WP 21-24 Ohio HSTW

  14. “Knowing What” Examples • For each dimension of “Knowing What,” identify an example of that level of knowledge from your content area • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge WP 23 Ohio HSTW

  15. The “Knowing What” and “Knowing How” Dimensions 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing A. Factual Knowledge B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge From: A Taxonomy for Learning, Teaching, and Assessing -- A Revision of Bloom's Taxonomy of Educational Objectives edited by Lorin W. Anderson and David R. Krathwohl Ohio HSTW 15

  16. Webb’s Depth of Knowledge • Level 1: Recall • Level 2: Basic application of skill/concept • Level 3: Strategic thinking • Level 4: Extended thinking Reference and Further Resources • Norman L. Webb, Wisconsin Center for Education Research. • Webb, N. L. (1999). Alignment of Science and Mathematics Standards and Assessments in Four States. Council of Chief State Officers. Washington, DC. • The Webb Alignment Tool and its training materials can be accessed on: http://www.wcer.wisc.edu/WAT/index.aspx WP 25-34 Ohio HSTW

  17. School Team Debriefing • Affirm or challenge your present understanding? • Common understanding? • What actions can we take to deepen a common understanding? 0:45 0:54 0:55 0:56 11:00 0:46 12:00 0:57 0:58 4:30 4:00 0:42 4:20 14:00 15:00 4:50 4:40 0:43 0:44 4:10 13:00 2:10 0:10 0:59 2:40 0:34 0:06 0:08 0:07 2:00 0:47 0:31 0:20 0:19 0:18 0:33 0:32 2:50 0:09 0:11 0:30 0:23 0:22 0:21 2:30 2:20 0:35 0:24 0:01 0:03 1:40 3:40 0:05 3:20 3:10 0:25 0:04 0:26 0:12 0:28 0:02 0:52 0:13 0:14 0:15 0:16 0:17 STOP 3:50 0:27 3:00 1:10 5:00 0:53 1:00 0:37 1:20 0:40 0:39 0:38 0:36 0:41 3:30 0:50 0:48 1:30 0:29 0:51 1:50 10:00 9:00 8:00 7:00 6:00 0:49 WP 35 Ohio HSTW

  18. Basic—Approaching Grade Level Understand how data is used to develop and market products. Assume you are a marketing representative for a major tennis shoe manufacturer. Survey 20 teens and find the average cost and purchasing rationale for purchasing tennis shoes. Ohio HSTW

  19. Proficient—At or Above Grade Level Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Analyze historical and current teen market trends and develop a report based on your findings. Ohio HSTW

  20. Advanced—Above Grade Level Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Based on your findings and conclusions, create a “teen dream shoe” design and suggested marketing strategy. Develop a presentation that “sells” your design to the manufacturer. Ohio HSTW

  21. Health Science Standard: Practice universal precautions against infection. Ohio HSTW

  22. Determine the number of ways an event can occur and the associated probabilities. Toss a 1 to 6 number cube 100 times and record the results. Compare the results with the mathematical probability associated with tossing a 1 to 6 number cube. Ohio HSTW

  23. Assignment 2 Conduct different experiments for the same event but with different numbers of trials. Toss a two-color counter 10 times, another 20 times, and 30 times, and so on. Compare the different experimental probabilities and represent them graphically. Explain your comparison in writing. Ohio HSTW

  24. Assignment 3 Calculate the total possible number of telephone numbers in an area code. Devise a plan to estimate the number of working numbers a telemarketer could expect to reach by placing 100 calls at random. Devise a plan to investigate whether the area will “run out” of numbers in the near future and propose and evaluate different solutions (e.g., adding another digit, using the # and * keys). Ohio HSTW

  25. Review of Sample Assignments • Review each assignment • Determine degree of alignment to standards • Determine level of challenge and justification for that level WP 36 Ohio HSTW

  26. Rating Assignments • Rank the assignments and assessments in order from the most to the least rigorous. Record your rankings. • Rank the assignments and assessments in order from the highest degree of real-world relevance to the lowest degree of real-world relevance. • Compare your two rankings. Is there a relationship between rigor and relevance? If so, describe it. If not, explain the lack of relationship. Ohio HSTW

  27. Moving Basic Assignments to Grade Level • Assignment and description • Modifications to move the assignment to grade level WP 37 Ohio HSTW

  28. Read “O Captain, My Captain!” by Walt Whitman and “Abraham Lincoln Walks at Midnight” by Vachel Lindsey. Summarize each stanza of each poem. Write how Lincoln is described in each of the poems. Be sure to include at least five direct quotes. Explain how these images are alike and different. How can you raise this assignment to grade level? 11th Grade English: Evaluate imagery and figurative language. Ohio HSTW

  29. Given grocery store items and formulas for lateral area, surface area, and volume, students identify the geometric shape, draw the item, and label it with the lateral area, surface area, and volume. What could you change about this assignment to get it to the proficient level? Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, and volume. Ohio HSTW

  30. Review of Sample Assignments • Review each assignment • Determine degree of alignment to standards • Determine level of challenge and justification for that level • Discuss the feedback you would give on each assignment WP 47 Ohio HSTW

  31. Stages in Backward Design 1 Identify designed results 2 Determine acceptable evidence 3 Plan learning experiences and instruction Understanding by Design, Grant Wiggins and Jay McTighe, ASCD, 1998. Ohio HSTW

  32. Sufficient evidence of understanding? Performance tasks to anchor unit and focus instruction? Criteria to assess work? Interesting and engaging activities? Resources and materials? Student activities in and out of class? Assignments? Grades? Two Different Approaches Thinking Like an Assessor Thinking Like an Activity Designer Understanding by Design, Grant Wiggins and Jay McTighe, ASCD, 1998. Ohio HSTW

  33. A Process for Unwrapping Standards • Read and highlight key verbs. • List the concepts and skills needed to perform standard. • Classify according to three levels of proficiency. • Write an assessment or performance task. WP 38-41 Ohio HSTW

  34. Breaking a Standard Down by Levels of Proficiency • Math example • Science example WP 42 Ohio HSTW

  35. Health Science Standard: Practice universal precautions against infection. Ohio HSTW

  36. Standard: Concepts & Skills: Classification by Level:Basic Proficient Advanced Breaking Down Standards—Basic, Proficient, and Advanced • Working in content area groups, select a standard. • Write descriptors for each level: • Basic • Proficient • Advanced • Write a sample assessment or performance task for each level of progression. 4:30 4:40 12:00 0:57 0:58 0:59 13:00 0:55 4:00 0:42 0:44 2:40 0:45 0:46 16:00 4:20 15:00 0:56 4:50 0:54 11:00 0:43 0:47 14:00 2:20 0:19 0:10 2:50 0:09 0:08 0:07 0:06 0:32 0:33 0:34 0:35 0:31 2:30 0:18 4:10 0:11 0:30 2:00 2:10 0:23 0:22 0:21 0:20 0:26 0:04 3:20 0:24 3:30 6:00 9:00 8:00 7:00 0:27 10:00 0:28 0:15 0:52 0:13 0:05 0:14 0:16 0:17 STOP 0:01 0:02 0:03 5:00 0:29 3:00 1:50 20:00 0:48 0:53 1:40 1:10 0:38 1:30 1:20 0:40 0:39 0:37 3:10 0:36 0:50 0:49 1:00 0:12 0:51 0:25 3:40 3:50 17:00 18:00 19:00 0:41 WP 43 Ohio HSTW

  37. A Purposeful Walk • Walk the room and read the charts. • Choose one (other than your own) that best exemplifies the progression of basic, proficient, and advanced levels of challenge. • Justify your choice with descriptors from the rubrics. • Share your choice with the table and reach consensus on one example for your table. 0:09 0:54 0:55 0:56 0:57 0:58 4:30 4:00 2:40 4:50 4:40 0:42 0:43 4:10 0:44 0:45 0:10 4:20 0:08 0:07 0:59 0:23 0:32 2:10 0:46 0:47 2:50 2:00 0:31 0:20 0:19 0:18 2:20 0:33 0:30 0:11 0:21 2:30 0:22 0:34 0:06 0:35 STOP 3:40 3:10 3:20 0:05 0:04 1:40 0:03 0:01 0:17 0:24 0:15 0:14 0:13 0:12 0:29 0:28 0:27 0:52 0:25 3:50 0:16 3:00 1:30 5:00 1:00 1:10 0:02 0:49 0:40 0:39 0:38 0:37 0:36 0:50 3:30 0:48 0:53 1:20 0:26 0:51 1:50 10:00 9:00 8:00 7:00 6:00 0:41 Ohio HSTW

  38. Getting Teachers on Board • Assess where you are now • Conduct periodic instructional reviews • Conduct professional development on rubrics and taxonomies for assessing level of challenge WP 45 Ohio HSTW

  39. Opportunities for Teachers to Assess the Level of Challenge in Assignments and Assessments • Curriculum Design and Course Syllabus Development • Reviewing Assessments and Looking at Student Work • Classroom Walkthroughs WP 45 Ohio HSTW

  40. Protocols for Looking at Work A variety of protocols have been developed to assist teachers in examining teacher assignments and assessments as well as the quality of student work. • Tuning Protocol • Standards Protocol WP 46-48 Ohio HSTW

  41. Supporting Teachers in Implementing Quality Assignments • Action Research • Demonstration Classrooms • Walk-Throughs • Best Practice Sharing Sessions Handouts, pages 49-53 Ohio HSTW

  42. Team Planning Time • Action Planning Form • Two or three major actions to take between now and the next workshop WP 55 Ohio HSTW

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