Stages 1 and 2

1. Stages 1 and 2 Wednesday, August 1st, 2012

2. Stage 1: Step 5 National and State Standards

3. Stage 1, Step 5: Identify Desire Results - Learning Goals • Minnesota Academic Standards • http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/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

4. Lesson Plan Template • Minnesota Academic Standards • ISTE/NETS for Students

5. NETS for Students • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving and Decision Making • Digital Citizenship • Technology Operation and Concepts

6. Stage 2: Determine Acceptable Evidence - Assessment Plan

7. Step 1: Select Assessments

8. Select Assessments • What evidence will show that students understand? The assessments will be included in the final lesson plan.

9. Evidence 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.

10. Questions 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?”

11. Formative 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.

12. Formative Assessment • Anecdotal records • Quizzes and essays • Diagnostic tests • Lab reports

13. Summative 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.

14. Summative Assessment • Final exams • Statewide tests • National tests • Entrance Exams

15. Quiz 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).

16. Academic 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.

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

18. GRASPS • 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?

19. Authentic 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

20. Authentic 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

21. Step 2: Check for Alignment

22. Check 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.

23. Step 3: Create a Rubric

24. Rubrics • 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.

25. Step 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 lesson plan.

26. Rubric Templates • RubiStar http://rubistar.4teachers.org/index.php • Rubrics 4 Teachers http://www.theeducatorsnetwork.com/main/rubricindex.html • Rubrics for Classroom Teachers http://www.uwstout.edu/soe/profdev/rubrics.shtml