Table of Contents
Staff Resources
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School Improvement Plan - Goal #1 and Targets
Instructional Roadmap
Instructional Model
Instructional Assessment Steps
PLC : Common Language Definitions
Backward Design
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Summary of Backward Design
The Stages of Backward Design
Integrating Backward Design and Differentiation - blank template
Integrating Backward Design and Differentiation - with questions
Backward Design: Stage 1
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Summary of Stage I
Stage I - Desired Results
Elements of Backward Design: Stage 1 - blank template
Elements of Backward Design: Stage 1 - with questions
Tips for Finding Big Ideas
Backward Design: Stage 2
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Summary of Stage 2
Stage 2 - Assessment Evidence
Assessment Plan
Circle Chart
Description of Summative/Formative Assessment
Elements of Backward Design: Stage 2 - blank template
Elements of Backward Design: Stage 2 - example
~i~X~.~~!~~f~!J 9~~:~.t}~H~LI}'!i v, >uaLl v'- "'''''C''''111CllL
Elements of Backward Design: Stage 2 - blank template
Elements of Backward Design: Stage 2 - example
Six Facets of Understanding
Pre-Assessments
Backward Design: Stage 3
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Summary of Stage 3
Stage 3 : Developing a Learning Plan
Strategies to Deepen Student Thinking
Data
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School-wide OAKS data
AVP Progress
CFG Protocols
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Atlas - looking at data
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Data Driven Dialogue
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Learning from Student Work
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Student Work Gallery
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Writing Workshop Feedback Protocol
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What? So What? Now What?
Assess~entllesources
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Assessment Literacy
Strategies for Differentiated Instruction
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iWrite - iWrite rules part I and II
Think Dots
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Grading Practices
Goal #1 - School Improvement Plan
Through shared targets and essentialleamings, teachers will
assess student knowledge, differentiate instruction to meet
the needs of each student, monitor student progress through
learning activities and common formative assessments, and
then re-teach critical information and skills when needed.
Targets:
•
Professional Learning Communities designate
essential learnings for each trimester.
•
Essential learnings are the focal point of unit
planning.
•
Assessment plan includes both formative and
summative assessments. Pre-assessments are
given prior to unit planning. Students are asked
to apply knowledge and skill through the use of a
given prior to unit planning. Students are asked
to apply knowledge and skill through the use of a
performance task.
•
Professional Learning Communities collect and
analyze student data to inform future instruction.
•
Teachers plan for differentiated instruction monitor, reflect and adjust when needed.
Instructional Roadmap
Observation
State
Revised Instruction-Assessment Model with Data Analysis
Pre-Assess
Post-Assess
Common Formative Assessments,
Assessments. Larry Ainsworth and Donald Viegut
Instructional Assessment Steps
1. IdentifY the particular Essential Learnings in anyone content area for an
upcoming unit of study.
2. IdentifY big ideas, transferable concepts, as well as knowledge and skills.
3. Write Essential Questions matched to the Big Ideas to focus instruction for
teachers and to forecast learning goals for students.
4. Review the various types and formats of assessments available.
5. Select the assessment type or types that will provide the most credible evidence
that students have learned the concepts and skills.
6. Create the pre- and post-assessment items for the particular assessment type(s).
See Assessment Literacy section of ToolKit.
7. Administer pre-assessment to students; score and analyze results.
8. Reference the pre-assessment results; plan differentiated instruction, daily
lessons, and learning activities needed for students to learn the concepts and skills
and to express the Big Ideas in their own words.
9. Teach the unit, assess periodically, and use differentiated instructional strategies
to meet individual learning needs.
10. Administer post-assessment to students; score and analyze results with PLC
members.
10. Administer post-assessment to students; score and analyze results with PLC
members.
Common Formative Assessments, Ainsworth and Vzegut
Professional Leamin Communities: Common Lan
An approach to designing a curriculum or unit that begins with the end in mind and designs
toward that end.
Determine Desired Results ------- Create Assessments ------- Create a Learning Plan
Understanding by Design, Wiggins and McTighe
An assessment created collaboratively by a team of teachers responsible for the same grade level or
course.
Learning by Doing. pg. 214
Formative Assessment: Jlfor learning"
Formative common assessments are used to determine what the student has learned at a specific
point in time in order to inform the teacher of specific areas that need to be taught again or
addressed in a new fonnat.
LA Alignment
Summative Assessment: Jlof leaming"
Summative common assessments of learning are used to determine the material the student has
learned at a specific point in time. These are often used as gatekeepers, grade determiners, and or
accountability measures.
LA Alignment
The practice of creating lessons that accommodate different students in a single classroom. A
classroom may have students with a wide range of abilities and rather than "teach to the middle,"
thereby losing the students who need extra help as well as those who need little repetition, a
teacher may alter lessons so that all students in a classroom will benefit.
The specific inferences, based on big ideas, that have lasting value beyond the classroom.
Understanding by Design, Wiggins and McTighe
Professional Learni
Communities: Common
A set of learning standards determined by a PLC for each course, grade level and unit of
instruction to which each student is held accountable for demonstrating proficiency. Essential
learnings define priorities for instruction and assessment, and are detennined as being
fundamental for student understanding and transferable to success in schooling, life or high-states
assessments.
Essential learnings cannot be differentiated.
Essential learnings are big ideas and conceptual understandings for unit planning that are being
developed through daily instruction. Essential learnings give the content meaning and connect the
facts and skills.
A question that lies at the heart of a subject or a curriculum (as opposed to being either trivial or
leadlng), and promotes inquiry and uncoverage of a subject
Understanding by Desim, Wiggins and McTighe
The rules of behavior that are part of the ideology of the group. Norms tend to reflect the values of
the group and specify those actions that are proper and those that are inappropriate.
A task that uses one's knowledge to effectively act or bring to fruition a complex product that
reveals one's knowledge and expertise.
Understanding by Design. Wiggins and McTighe
A formula for sheltered instruction that promotes the language/ content development of learners.
Professional Leamin Communities: Common
Skills are the actions students should be able to perform or demonstrate as a result of a lesson, a
series of lessons or a unit of study.
Strategical and Specific
Measurable
Attainable
Results-oriented
Tirnebound
The state's set of leaming standards defined by grade level or clusters of grades.
Backward Design
Understanding by Design is a way of thinking purposefully
about curricular planning and school reform, a set of
helpful design tools, and design standards - not a rigid
program or recipe. The end goal of Understanding
by Design is student understanding and the ability
to transfer learnings - to enable learners to
connect, m.ake m.eaning of, and effectively use
discrete knowledge and skills.
Understanding by Design reflects a "continuous
improvement" approach to design and learning. The
results of curriculum design and use (e.g., assessment
results, quality of student work, degree of learner
engagement) inform needed adjustments; improvement of
the design as well as of achievement is always possible, and
tools are provided for such self-assessment and adjustment.
UbD in a Nutshell, Grant VViggins 2006
The Stages of Backward Design
What transfer goals and content goals will be met?
What should students come away understanding?
What essential questions will students explore and address?
What knowledge and skill will students leave with?
What performances and products will reveal evidence of understanding?
What other evidence will be collected to reflect other desired results?
What activities, experiences, and lessons will lead to achievement of the desired
results and success at the assessments?
UbD in a Nutshell, Grant Wzggins 2006
Integrating Backward De.lgn
and Differentiation
Stage 1
Power StaDda.rcU I Essential Outcometl
o
Should not be
difftrenciated
Maybe
differentiated
~
•
Stage 1
Key Criteria
Stage j
'WCOO!jn. Di/fmntlDll4 InS/TIIC1ioo gnd /JadwlQtttli"c try Dedi"
ToM1iruo~
tWI Mcnghl
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.
Should be
differentiated
Integrating Backward D••lgn and
Differentiation
Power Standards
\'\That relevant goals (e.g. content power standards, course or program objectives, learning
outcomes) will this design address?
Understandings
Students will understand that. ..
Essential Q.uestions
• What are the big ideas?
• What provocative questions will foster
inquiry, understanding, and transfer
learning?
• 'What specific understandings about them
are desired?
• What misunderstandings are predictable?
Key Criteria
Integrating Differentiated In.srrucrion and Understanding by Design. TomlillSon and McTighe
Backward Design - Stage I
The focus in Stage 1 is "big ideas" - making sure that our
learning goals are framed in terms of the important
concepts, issues, themes, strategies etc. that are at the heart
of learning for understanding. Research on learning
has conclusively shown that students need to see the Big
Picture if they are to be able to make sense of their lessons
and, especially, transfer their learning to new lessons, new
issues and problems, and real-world situations.
UbD in a Nutshell, Grant Wiggins 2006
Stagttage 1 : Desired Results
Stage:age
. An "understanding" -
A question is essential if it -
:1as no simple "right answer" that can
be looked up.
• is .the "moral of the story" of the unitan important inference the learner is
helped to draw
1
is meant to be investigated, argued,
loked at from different points of view
(not answered with finality)
• is transferable to other lessons,
subjects, contexts
Knowledge and Skill • states what students should know and
be able to do as a result of the unit
• reflects both the targeted knowledge
and skill and the enabling knowledge
and skill implied in the understandingrelated goals
• is usually not obvious, may be
counter-intuitive-and therefore prone
to misunderstanding
raises other important questions, and
f the question itself can be fruitfully
questioned
• is an insight, not a truism
laturally arises in everyday life, and/
or in "doing" the subject
• makes sense of otherwise discreet
facts - it "connects the dots"
constantly and appropriately recurs;
can fruitfully be asked and re-asked
lver time, and as a result of further
learning
• is a specific generalization, a full
sentence proposition: "The student
will understand THAT ... "
--
UbD in a Nutshell, Grant Wiggins 2006
Elements of Backward Design: Stage 1
Essential Learnings:
Essential Questions:
Enduring Understandings:
Knowledge and Skills:
Elements of Backward Design: Stage 1
Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McT7ghe
Essential Learnings:
What relevant goals (e.g. content power standards, course or
program objechves, learning outcomes) will this design address?
Essential Questions:
What provocative questions will foster inquiry, understanding,
and transfer learning?
Enduring Understandings:
• What are the big ideas?
• What specific understandings about them are desired?
.... Y1
•
• What specific understandings about them are desired?
• What misunderstandings are predictable?
Knowledge and Skills:
• What key knowledge and skills will students acquire as a result
of this unit?
• What should they eventually be able to do as a result of such
knowledge and skill?
Tips for Finding Big Ideas
Understanding by Design, Wiggins and McTighe
Transferable Concepts
abundance/ scarcity
adaptation
aging/ maturity
balance
change/ continuity
character
community
conflict
connections
cooperation
correlation
courage
creativity
culture
interactions
cycles
interdependence
defense / protection
democracy
invention
discovery
justice
diversity
liberty
environment
loyalty
equilibrium
migration
evolution
mood
exploration
order
fairness
patterns
harmony
perspective
honor
production
proof
repetition
rhythm
survival
symbol
system
technology
tyranny
variable
wealth
Questions
Why study ... .? So what?
What makes the study of ... "universal"?
If the unit on .,. is a story, what's the "moral of the story"?
What's the "big idea" implied in the skill or process of. .. ?
What larger concept, issue, or problem underlies ... ?
What couldn't we do if we didn't understand ... ?
How is .,. used and applied in the larger world?
. What is a "real-world" insight about...?
What is the value of studying ... ?
Related and Suggestive Pairs
absorb & reflect
action & reaction
capital & labor
constant & variable
continuity & change
factor & result
fate & freedom
harmony & dissonance
idiom & language
important & urgent
light & shadow
literal & figurative
matter & energy
meaning & syntax
nation & people
nature & nurture
power & governance
sign and signified
structure & function
sum & difference
Backward Design - Stage 2
The focus in Stage 2 is "valid evidence" - making sure that
what we assess and how we assess follows logically from the
Stage 1 goals. Assessing for understanding reqU:ires
evidence of the student's ability to insightfully
explain or interpret their learning - to "show their
work" and to 'justifY" or "support" their
performance/product with commentary. Assessing for
understanding also requires evidence of the student's
ability to apply their learning in new, varied, and
realistic situations - "doing" the subject as opposed to
merely answering pat questions.
UbD in a Nutshell, Grant Wiggins 2006
Stage 2 : Assessment Evidence
• are needed as evidence of understanding because we have to see if the learners
can apply their learning to various problems, situations, and contexts.
• should be as faithful as possible to real-world contexts, demands, messiness,
audiences and purposes.
• must be assessed using valid criteria and indicators, reflective of not only quality
performance but related to the desired results of Stage 1.
• reflect the 6 facets of understanding: explanation) interpretation, application,
perspective, empathy, and self-understanding.
• is non-performance-based evidence collected to assess various desired results of
Stage 1.
• is the place to identify conventional tests, quizzes, and assignments that round
out the assessment picture of Stage 1.
• can overlap the performance-based evidence, thereby increasing the reliability
of the overall assessment (especially if the performance task was done as a
group)
UhD in a Nutshel4 Grant Wiggins 2006
Assessment Plan
Where are our students?
• ', .
1
How will you know the students
have arrived?
41
,
How will!you know the students are heading in the right rection?
1
WfIlSiUdeiiri1'lcilow they are heading in
rectlonT- '---j
'.
i
.
I,
·How
tpe'--'-
!
FonnativeAsse8sment
FormativeAsse8sment
.
FormativeAssessment
Teachers Must Distinguish Between
Traditional quizzes
and tests
• paper and pencil
• selected response
• constructed response
o0
Important to Know and Do
AO ·
Perform.aDce Tasks
and Projects
• complex
• open-ended
• authentic
V
Understandinf
by Desi~n.
Wiggins and McTighe
Summative Assessment, "of learning"
./ Used to summarize what has been learned
./ Evaluative in nature, and results may be used to report a grade
o Performance tasks, tests, graded quizzes, final exams,
culminating projects, work portfolios, others . ..
.Formative Assessment, "for learning"
./ Occur concurrently with instruction
./ Provides information to guide teaching and learning for improving
achievement
./ Provides opportunities ·for students to practice, take mental risks, learn
from mistakes, and revise work
./ May include both formal and informal methods
o Ungraded quizzes, oral questioning, observations, draft work,
think-alouds, concept maps, dress rehearsals, peer response
groups, portfolio reviews, others ...
Formative Assessment
"So, what is asSessment for learning? Many people have come up with different kinds of
fonnulations, but I would argue that there are five key strategies that encompass the ·
terrain of assessment for learning or formative assessment. And I would say that if you're
not doing one of these five strategies you're not doing assessment for learning, and ifyou
are doing assessment for learning~ you're doing one of these five things. The five key
"~ .."",,,:~-4-0'-"'" __ , •• _ •• _ 4~~ ~--.&Uuo VI. I.VlllJa.UV~ ~cs:smen[. f\IlQ 1 would say that if you're
not doing one of these five strategies you're not doing assessment for learning, and ifyou
are doing assessment forl6uning~ you're doing one of these five things. The five key
strategies are:
• clarifying and understanding learning intentions and criteria for success
• engineering effective classroom discussions, questions and tasks that elicit
evidence oflearning
• providing feedback that moves learners forward
• activating students as instructional resources for each other, and
• activating students as owners of their own learning
The "big idea" that ties these together is that we use evidence of student learning to adapt
teaching and learning, or instruction, to meet student needs"
EleDlents of Backward Design: Stage 2
If the desired result is for learners
to ...
Then you need evidence of the
student's ability to ...
understand that ..•
Explain
Interpret
Apply, by
See from the points of view of
and thoughtfully consider the questions ...
Empathize with
Reflect on
Integrating D. I. and UbD, Tomlinson and McTighe
I Key Criteria:
Elem.ents of Backward Design: Stage 2
What knowledge and skills are
necessary to ... ?
So the assessment plan needs ...
Vocabulary
Pre-assessment:
Concepts
Timeline:
--------
Other Evidence:
.(nowledge
Skills
Skills
Key Criteria:
Performance Task:
Performance Task:
Elem.ents of Backward Design: Stage 2
If the desired result is for learners
to ...
Then you need evidence of the
student's ability to ...
understand that ...
Explain
• describe the characteristics of a successful
pioneer.
• many pioneers had naive ideas about the
opportunities and difficulties of moving west.
• people move for a variety of reasons (economics,
freedom, to flee something)
• successful pioneers rely on courage, ingenuity and
collaboration to overcome hardships and challenges.
Interpret
• tell a story of a pioneer traveling west.
Apply, by
• design a visual representation of the route
pioneers took west. Include geographic
features.
and thoughtfully consider the questions ...
• Why do people move? Why did pioneers leave
their homes to head west?
• How do geography and topography affect travel
and settlement?
• Why did some pioneers survive and prosper while
others did not?
See from the points of view of
• compare and contrast the experiences of
moving pioneers to another group of
people who have made a similar
decision
Empathize with
• imagine the hardships and challenges the
pioneers encountered
• relate to any person who moves to a foreign
land
c - - --- --- - ....... - - -.. ............ "'''-10
others did not?
• relate to any person who moves to a foreign
land
Reflect on
• recognize the reasons a person moves.
• reflect on a time when you moved (cities,
houses, schools, etc)
Key Criteria:
• Letters are written from the perspective of a pioneer
• Correct spelling, punctuation, grammar - use of good writing skills
• Each letter includes at least 7 facts about life on a wagon train
EleInents of Backward Design: Stage 2
What knowledge and skills are
necessary to ... ?
Vocabulary
pioneer
manifest destiny
topography
Oregon Trail
Conestoga Wagon
Italics = new vocabulary word
Concepts
expansion
movement
survival
overcoming hardship
Knowledge
• Key facts about westward movement
and pioneer life on the prairie
• Basic geography (travel routes,
locations of settlements, etc.)
• Reasons people move
Skills
• Use vocabulary in context
• Use research skills to fmd out about
1~.L'"
_
__ _
~,
• Use vocabulary in context
• Use research skills to fmd out about
life on the wagon train and
prairie
• Compare and contrast two ideas
So the assessment plan needs ...
Pre-assessment:
Each student will create a graffiti wall with pictures
and words that demonstrate their knowledge of
pioneers and their movement west.
Students will also answer the question, "Why do
people move?"
Timeline:
--------------------
Other Evidence:
• Oral or written responses to the essential questions.
• Visual representation of the route pioneers took
west
• Test on facts about westward expansion, life on the
prairie and basic geography
• Using pioneer vocabulary in context
• Daily iWrite
Performance Task:
• Write one letter a day (each representing a month
of travel) to a friend "back east" describing your life
on the wagon train and the prairie. Tell about your
l... __ ,... ... __ ..J
...l ____ __ __
~1
....
-"-
• Write one letter a day (each representing a month
of travel) to a friend "back east" describing your life
on the wagon train and the prairie. Tell about your
hopes and dreams, then explain what life on the
frontier was really like.
Key Criteria:
• Letters are written from the perspective of a pioneer
• Correct spelling, punctuation, grammar - use of good writing skills
• Each letter includes at least 7 facts about life on a wagon train
,
The Six Facets of Understanding
Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McT1f,he
When we truly understand, we ...
• Can explain via generalizations or principles: provide justified and systematic accounts of phenomena, facts,
and data; make insightful connections and provide illuminating examples or illustrations.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal
dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse and real con-texts- we can "do" the subject
• Have perspective: see and hear points of view through critical eyes and ears; see the big picture.
• Display empathy: find value in what others might find odd, alien, or implausible; perceive sensitively on the
basis of prior direct experience.
• Have self-knowledge: show metacognitive awareness; perceive the personal style, prejudices, projections,
and habit of mind that both shape and impede our own understanding; be aware of what we do not understand;
reflect on the meaning of learning and experience.
Performance Verbs Based on the Six Facets of Understanding
explain
demonstrate
derive
describe
design
exhibit
express
induce
instruct
justify
model
predict
prove
interpret
analogies
critique
document
evaluate
illustrate
judge
make meaning of
make sense of
metaphor (provide)
read between the lines
represent
apply
adapt
build
create
de-bug
decide
design
exhibit
invent
perform
produce
propose
ffi~ (i pswrv
of
or (provide)
p"~rtorm
model
predict
prove
show
teach
synthesize
read between the lines
represent
tell a story of
translate
produce
propose
solve
test
use
perspective
analyze
argue
compare
contrast
criticize
infer
empathy
assume role of
believe
be like
be open to
consider
Imagme
relate
role-play
self-knowledge
be aware of
realize
recognize
reflect
self-assess
J U"Ul Y
lI.na . f Pr.-A••••• m.n• •• ra••• ~ ••
1. Anticipation journals
2. Concept Maps
3. Drawing - related to content or topic
4. Entrance or Exit Slips
5. Graffiti Wall
6. Informational surveys / questionnaires / inventories
7. Interest Survey
8. KWL charts and other graphic organizers
9. Open-ended Questioning
10. Picture Interpretation
11. Prediction
12. Self-evaluations
13. Standardized test information
14. Student demonstrations and discussions
15. Student interview
16. Student products and work samples
17. Teacher observations/ checklists
18. Teacher prepared pretests
19. Traditional tests
20. Writing prompts/ samples or any pre-writing activity
A pre-assessmenc is...
A pre-assessmenc is noc...
• Diagnostic
• The summative assessment
• Quick and Targeted
• Long, multi period
• Quick and Targeted
• Long, multi period
• Used to plan the unit and
lessons
• Completed a couple of days
before the unit begins
• Analyzed
• Graded
• An opportunity to introduce
the essential question and see
what the students know
• An opportunity to prove
the essential questions is
inaccessible
Backward Design - Stage 3
The focus in Stage 3 is "aligned learning activities" making sure that what we teach and how we teach follows
logically from the Stage 1 goals. Teaching for
understanding requires that students be given
nUDlerous opportunities to draw inferences and
Dlake generalizations theDlselves (via a well-planned
design and teacher support). Understandings cannot be
handed over; they have to be "constructed" and realized by
the learner.
UbD in a Nutshell, Grant Wiggins 2006
Stage 3 · Developing a Learning Plan
.
.
. The [earning Activities ,- '
..
,
.
• should be derived from the goals of Stage 1 and the assessments of Stage 2 to
ensure the alignment of the plan and the effectiveness of the activities.
• should reflect the teaching approach that is logical1y required by the goals, not
the teaching approach that is most comfortable for or familiar to the teacher.
UhD in a Nutshel~ Grant Wtggins 2006
Strategies to Deepen Student Thinking
• Rem.em.ber "Wait TilDe I and II"
Provide at least five seconds of thinking time after a question and after a
response.
• can on students randomly
Avoid the pattern of calling only on those students with raised hands.
• Use probes and follow-ups
"Why?" "Can you explain?" "Do you agree?" "How do you know?" "Please
give an example."
• Cue responses to open-ended questions
"There is not a single correct answer to this question. I want you to consider
.the alternatives."
• Ask students to "unpack their thinking."
"Describe how you arrived at your answer."
• Periodically ask for summaries
"Could you please summarize the key points of
(the text, the
speaker, the film, our discussion) thus far?"
• Play devil's advocate.
Require students to defend their reasoning against different points of view.
• Survey the class
"How many people agree with
(trusidea, the author's point of view,
that conclusion)?;'
• Pose m.etacogaitive/reflective questions.
"How do you know what you know?" "How did you come to understand
this?" "How might you show that you understand?"
• Encourage student questiouing
Provide opportunities for students to generate their own questions.
• Use think-pair-share
- .&.oIA&",d.a.. "'5'10 $ ....u.~u..:'lu~suUIDD.g . Provide opportunities for students to generate their own questions.
• Use think-pair-share
Allow individual thinking time and discussion with a partner, and then open
up for class discussion.
Integrating Differentiated Instruction and Understanding by Design
Tomlinson and Me Tzghe
Assessment Literacy
The ability to understand the different purposes and types of assessment in order to
select the most appropriate type of assessment to meet a specific purpose.
Major Types of Assessment Defined
o
Large-scale or external assessment:
Developed outside the school or school district.
Administered annually by states and the federal government, (i.e., normand/or criterion-referenced state assessments, National Assessment of
Educational Progress, and so on).
Summative only.
Results received months after test administration.
Assessments of learning (see NEA, Stiggins, Black, Wiliam, and
Bravmann, listed in the Bibliography).
o
Small-scale or internal assessment:
Developed within the school or school district.
Criterion-referenced benchmark or "dipstick" assessments.
Directly aligned with targeted standards and related instruction.
Formative or summative.
Results provide timely feedback to teachers regarding instruction and
specific student learning needs.
Results provide timely feedback to students regarding their own progress.
Assessments for learning (see NEA, Stiggins, Black, Wiliam, and
Bravmann, listed in the Bibliography).
o
Norm-referenced assessment:
Standardized tests (Stanford Achievement Test, California Achievement
Test, Iowa Test of Basic Skills, and so on).
Individual or group performance is compared to performance of a larger
group.
Larger group, or "norm group," is typically a national sample representing
a wide and diverse cross section of students.
Students, schools, or districts are compared or rank-ordered in relation to
norm group.
,....,
,,_~~
__ _ _
~
__ 1 _ _ _ _ _ _ .... _ _ _ _ _ _ _ _ _ ....
Students, schools, or districts are compared or rank-ordered in relation to
norm group.
o
Criterion-referenced assessment:
State or district tests aligned to state and/or district standards.
Used to determine how well individual students and group of students
have acquired a specified set of learning outcomes (i.e., standards).
Scores rank students according to identi'fied levels of performance.
o
Selected-response assessment:
Requires students to select one response from a provided list.
Types include: multiple-choice; true-false; matching; short-answer/fill-in
(from provided list).
Assesses student knowledge of factual information, main concepts, and
basic skills.
Benefit: Student answers can be quickly and objectively scored as correct
or incorrect; covers a wide range of content.
Drawback: Tends to promote memorization of factual information rather
than higher-level understanding (Popham, 2003).
[!]
Constructed-response assessment:
Requires students to organize and use knowledge and skills to answer a
question or complete a task.
Types include: short-answer; open response; extended response; essay
tests; performance assessment.
More likely to reveal whether or not stUdents understand and can apply
what they are learning.
May utilize performance criteria or scoring guide (rubric) to evaluate
degree of student proficiency.
Benefit: Responses will contribute to valid inferences about student
understanding better than those derived from selected-response items.
Drawbacks: Take longer to score; can have errors in design; dependent
on student writing proficiency; challenge to score accurately (Popham,
2003).
[!]
Performance assessment:
Activity that requires students to construct a response, create a product, or
perform a demonstration.
Open-ended-may not always yield a single correct answer or solution
method.
Evaluations of student products or performances are based on scoring
criteria (rubric) provided to students in advance of performance.
Highly engaging for students; connects or applies content knowledge and
skills to real-world situations.
Promotes critical thinking-students must "show what they know" through
the use of higher-level thinking skills.
Student responses provide credible evidence that standards have or have
not been met.
Motivates all students to be proficient.
Utilizes collaborative learning process but with individual accountability.
Promotes peer- and self-assessment using scoring guide criteria.
Offers multiple opportunities for students to revise work using scoring
guide feedback.
Traditional tests used as "concurrent validity" measure - together with
rrtPe?Smrfiu)WPI~opportun,t~~78r' s1Ud~Rfs "to' r~~I~e work'
LiSin'g "';c~rl~g~~
guide feedback.
Traditional tests used as "concurrent validity" measure - together with
performance assessments, they provide "multiple measures" of student
achievement.
Educators are not the only ones who benefit from using different types of
assessment rather than limiting their assessment choices to one predominant type.
Students who are accustomed to "showing what they know" on a variety of
assessment types in the classroom can transfer their understanding more readily to
various types of school-based common assessments, as well as district benchmark
and state assessments. This benefit is becoming increasingly apparent as more and
more states are requiring students to demonstrate their integrated understanding of
the standards on constructed-response (short and extended) assessments.
Common Formative Assessments, Ainsworth and Viegut. Pg.55-58
Assessment Literacy
The ability to understand the different purposes and types of assessment in order to
select the most appropriate type of assessment to meet a specific purpose.
Major Types of Assessment Defined
o
Large-scale or external assessment:
Developed outside the school or school district.
Administered annually by states and the federal government, (i.e., normand/or criterion-referenced state assessments, National Assessment of
Educational Progress, and so on).
Summative only.
Results received months after test administration.
Assessments of learning (see NEA, Stiggins, Black, Wiliam, and
Bravmann, listed in the Bibliography).
o
Small-scale or internal assessment:
Developed within the school or school district.
Criterion-referenced benchmark or "dipstick" assessments.
Directly aligned with targeted standards and related instruction.
Formative or summative.
Results provide timely feedback to teachers regarding instruction and
specific student learning needs.
Results provide timely feedback to students regarding their own progress.
Assessments for learning (see NEA, Stiggins, Black, Wiliam, and
Bravmann, listed in the Bibliography).
o
Norm-referenced assessment:
Standardized tests (Stanford Achievement Test, California Achievement
Test, Iowa Test of Basic Skills, and so on).
Individual or group performance is compared to performance of a larger
group.
Larger group, or "norm group," is typically a national sample representing
a wide and diverse cross section of students.
Students, schools, or districts are compared or rank-ordered in relation to
norm group.
,....,
,,_~~
__ _ _
~
__ 1 _ _ _ _ _ _ .... _ _ _ _ _ _ _ _ _ ....
Students, schools, or districts are compared or rank-ordered in relation to
norm group.
o
Criterion-referenced assessment:
State or district tests aligned to state and/or district standards.
Used to determine how well individual students and group of students
have acquired a specified set of learning outcomes (i.e., standards).
Scores rank students according to identi'fied levels of performance.
o
Selected-response assessment:
Requires students to select one response from a provided list.
Types include: multiple-choice; true-false; matching; short-answer/fill-in
(from provided list).
Assesses student knowledge of factual information, main concepts, and
basic skills.
Benefit: Student answers can be quickly and objectively scored as correct
or incorrect; covers a wide range of content.
Drawback: Tends to promote memorization of factual information rather
than higher-level understanding (Popham, 2003).
[!]
Constructed-response assessment:
Requires students to organize and use knowledge and skills to answer a
question or complete a task.
Types include: short-answer; open response; extended response; essay
tests; performance assessment.
More likely to reveal whether or not stUdents understand and can apply
what they are learning.
May utilize performance criteria or scoring guide (rubric) to evaluate
degree of student proficiency.
Benefit: Responses will contribute to valid inferences about student
understanding better than those derived from selected-response items.
Drawbacks: Take longer to score; can have errors in design; dependent
on student writing proficiency; challenge to score accurately (Popham,
2003).
[!]
Performance assessment:
Activity that requires students to construct a response, create a product, or
perform a demonstration.
Open-ended-may not always yield a single correct answer or solution
method.
Evaluations of student products or performances are based on scoring
criteria (rubric) provided to students in advance of performance.
Highly engaging for students; connects or applies content knowledge and
skills to real-world situations.
Promotes critical thinking-students must "show what they know" through
the use of higher-level thinking skills.
Student responses provide credible evidence that standards have or have
not been met.
Motivates all students to be proficient.
Utilizes collaborative learning process but with individual accountability.
Promotes peer- and self-assessment using scoring guide criteria.
Offers multiple opportunities for students to revise work using scoring
guide feedback.
Traditional tests used as "concurrent validity" measure - together with
rrtPe?Smrfiu)WPI~opportun,t~~78r' s1Ud~Rfs "to' r~~I~e work'
LiSin'g "';c~rl~g~~
guide feedback.
Traditional tests used as "concurrent validity" measure - together with
performance assessments, they provide "multiple measures" of student
achievement.
Educators are not the only ones who benefit from using different types of
assessment rather than limiting their assessment choices to one predominant type.
Students who are accustomed to "showing what they know" on a variety of
assessment types in the classroom can transfer their understanding more readily to
various types of school-based common assessments, as well as district benchmark
and state assessments. This benefit is becoming increasingly apparent as more and
more states are requiring students to demonstrate their integrated understanding of
the standards on constructed-response (short and extended) assessments.
Common Formative Assessments, Ainsworth and Viegut. Pg.55-58
iWrite Rules
In each and every class, the following expectations apply.
Capitalization is correct.
The correct punctuation mark is at the end of each sentence.
Every sentence includes a subject and a verb.
Pronouns are not used until the antecedent has been stated.
iWrite Rules II
Whenever you write for iWrite, the following paragraphing expectations apply:
Begin your paragraph with a strong topic sentence that makes the topic
and your position extremely clear. Note: the topic sentence might follow
an interesting "hook."
Think hard ... and then write strong supporting details - ideas that
explain your ideas and support your position.
Carefully organize your ideas and connect your ideas with words and
phrases that form transitions.
Conclude your paragraph by returning to the point you made in your
topiC sentence.
Reread what you've written ... aloud I Correct any mistakes you find.
iWrite Rules II
Whenever you write for iWrite, the following paragraphing expectations apply:
Begin your paragraph with a strong topic sentence that makes the topic
and your pOSition extremely clear. Note: the topic sentence might follow
an interesting "hook."
Begin your paragraph with a strong topic sentence that makes the topic
and your pOSition extremely clear. Note: the topic sentence might follow
an interesting "hook."
Think hard ... and then write strong supporting details - ideas that
explain your ideas and support your position.
Carefully organize your ideas and connect your ideas with words and
phrases that form transitions.
Conclude your paragraph by returning to the point you made in your
topic sentence.
Reread what you've written ... aloudl Correct any mistakes you find.
Bibliography
Ainsworth, L., and Viegut, D. (2006). Common Formative Assessments. Thousand
Oaks, CA: Corwin Press.
Erkins, C. 2010, "Designing and Using Formative Assessment for Student Feedback
and Instructional Efficacy", Clackamas ESD 2010 Leadership Academy, Oregon
City, OR.
Tomlinson, C., and McTighe,]. (2006). Integrating Differentiated Instruction and
Understanding by Design. Alexandria, VA: Association for Supervision and
Curriculum Development.
Wiggins, Grant. "UbD in a Nutshell." 2006. web 15 Feb. 2010.
<http://ubd21c.wikispaces.com/file/view IUbD Nutshel1.pclf>
Wiggins,G., and McTighe,]. (2005). Understanding by Design (2nd ed.). Alexandria,
VA: Association for Supervision and Curriculum Development.