Collaborative Teams Network
January 2011
Try it out on some other
objectives.
Identify the objective. Circle the verbs and
underline the nouns contained within the objective.
Divide those that are concepts (i.e. need to know-nouns) from those that are skills (able to do--verbs).
Embed any implied concepts or skills that should
also be taught/assessed.
† Simple
v. complex
Once skills are identified (with objects in
parentheses), discuss the level of thinking (DOK)
associated with each of the skills.
Verb Substitution
Concepts
•Understand basis for:
• Influence of colonial period on political
self-government
• Free-market economy
•Understand differences among colonial systems:
• British
• Spanish
• French
Kim Bailey - Solution Tree
1
Collaborative Teams Network
January 2011
Sequence of Work for Teams
Identify power or prioritized standards.
Unwrap standards to clarify targeted
concepts and skills.
Develop aligned
assessments that
match targets.
Do common
assessment
questions
accurately and
efficiently
measure skills
and concepts?
Fears/questions associated
with developing aligned assessments?
Not “valid” measures
Too much time needed
Kim Bailey - Solution Tree
2
Collaborative Teams Network
January 2011
Academic Language/
Vocabulary
Accuracy &
Efficiency
Format
What do we mean by
accurate & efficient assessments?
Accurate?
†
†
Face validity?
Best method for type of learning?
Efficient?
†
Does this method get the needed
information in a reasonable
amount of time?
Knowledge Targets
Targets where some knowledge,
facts, or concepts must be learned
outright or retrieved via reference
materials.
x Key Words: explain, understand,
describe, identify, define
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3
Collaborative Teams Network
January 2011
Reasoning Targets
Using one’s knowledge to
solve a problem, make a
decision or a plan
x
Key words: compare, contrast,
analyze, synthesize, classify,
infer/deduce, evaluate
Performance Skill Targets
Behavioral demonstrations using
knowledge and reasoning to
perform skillfully
x
Key words: observe, listen, perform,
do, use, question, conduct, speak
Product Targets
Use knowledge, reasoning, and
skills to produce a final product
x
Key words: design, produce,
create, develop, and make
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4
Collaborative Teams Network
January 2011
Cooking a meal
Knowledge
†
†
Reasoning
†
†
Evaluate amount of time to prepare
Synthesize plan of action
Skills
†
Read and understand the
recipe
Understand balanced meal
Sautéing, knife skills, blending,
correcting
Product
†
Edible meal
Question Types
Selected response
True–false
Matching
† Multiple choice
†
†
Extended written response
Performance item or problem
Personal communication
†
†
Essay or response to prompt
Demonstration
Interviews
Think–pair–share
† Whip around
† Retells
†
†
Aligned Assessments
Considerations: 3Ps
†
Purpose: What does this really measure?
A.
B.
C.
D.
†
Power
„
†
Knowledge
Reasoning
Performance
Ability to create products
Is this informative? (Actionable data obtained)
Possibility
„
Is this doable or efficient?
Kim Bailey - Solution Tree
5
Collaborative Teams Network
January 2011
CFA considerations for...
Academic Language/Vocabulary
Format
Practice time:
Using your sample
standard, identify some
potential formative
measures
Sequence of Work for Teams
Identify power or prioritized standards.
Unwrap standards to clarify targeted
concepts and skills.
Develop aligned assessments that
match the targets.
Determine level of
proficiency needed for
mastery.
Kim Bailey - Solution Tree
How good is good
enough? How do
we ensure
consistency
across our
classes?
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Collaborative Teams Network
January 2011
time
What are teams currently
using to consistently
gauge “good enough?”
Consider a proficiency scale
1
In addition to exhibiting level 3 performance, in-depth
inferences and applications that go BEYOND what was
taught in class
No major errors or omissions regarding any of the
information and/or processes (simple or complex) that
were explicitly taught.
No major errors or omissions regarding the simpler
details and processes, BUT major errors or omissions
regarding the more complex ideas and processes.
With HELP, a partial knowledge of some of the simpler
and complex details and processes.
0
Even with help, no understanding or skills
demonstrated.
4
3
2
from Formative Assessment and Standards-based grading Robert Marzano
–
Concepts
students will know...
1.4 Use knowledge of
antonyms,
synonyms,
homophones, and
homographs to
determine the
meanings of words
Antonyms
Skills
Students will be able to...
Use (knowledge of)
Synonyms
Homophones
Homographs
Kim Bailey - Solution Tree
Determine
(meaning)
7
Collaborative Teams Network
January 2011
Assessment Plan:
10 selected response questions that
demonstrate basic knowledge of
antonyms, synonyms, homophones,
and homographs;
4 short constructed response items
that require students to give
examples of each (use);
1 constructed response item that
requires students to apply and go
beyond what was presented in class
Assessment Plan
Learning Target
# of
items
# of
points
Identify antonyms, synonyms,
homophones, and homographs
Give examples of antonyms and
homographs in writing
10
10
4
8
Create paragraph using
antonyms, synonyms,
homophones, and homographs
1
4
Total 15
Kim Bailey - Solution Tree
22
8