“Student performance must be based on professional
decisions supported by evidence.” Gusky (2000)
UNDERSTANDING BY DESIGN Wiggins and McTighe
Standards objectives and course description
Assessment product
Instructional Strategies
Lesson units
Assessments should provide evidence about
proficiency ; patterns of correct and incorrect
understanding, not be 5/10
Essential Questions to Start
the Conversation
1. What is “your” class about?
2. What motivates students to improve performance?
3. Can students RETAKE ASSESSMENTS/RE-PERFORM?
4. How many times can a student RETAKE/RE-PERFORM?
5. What is the purpose of homework?
6. What is evidence of student proficiency?
What it all means…
Content Standard: A statement describing Knowledge or
skills in a content area. These are the BUCKETS in which all
objectives sit.
Course Objectives: A statement describing the knowledge or
skills to be learned in a course. Describes the intended
outcome of the lesson. WHAT IS BEING ASSESSED.
Concepts or skills to be learned as a result of a specific
lesson.
Student Learning Targets: A statement of HOW WELL an
objective/skill is being met. Represents a gradation.
Anthony Reibel, Director of Assessment, Research and Evaluation, AE Stevenson HS
Econ Content Standards
Use Economic decision making in a micro/macro context.
Applying macro/micro economic theory to real world
situations.
Illustrating macro/micro economic theory using
appropriate models.
Using economic readings and informational text sources
to write critically.
See handouts for alignment to Common Core Standards and C3
Framework
4 Key Components of
Learning Targets
Measurable
Proficiency (How Well)
Gradation
Make Thinking Visible
See AP Macro, AP Micro, CP Econ Learning
Targets to get an idea of this in action
What is the purpose of
scaling?
Identify levels of quality
Create a clear relation to proficiency
Provide constructive feedback and
communication
Establishes clear criteria for each level
Provides motivation for improvement
Where we scale in ECON
Daily Formative Assessments
Multiple Choice Assessments
Free Response Questions
Document Based Questions: Econ Data
Tables/Graphs
Article Analysis
How do we do it?
Step 1: Where is the measureable piece?
Step 2: Ask yourself HOW WELL does a student have to do this to be
proficient or a 3
Step 3: Start by writing your proficient level and write one up and one down
Step 4: Were you consistent with the measurable piece when writing the
target?
Step 5: Is this target in front of me actually another level of proficiency?
THE MORE IT CAN TRANSEND OTHER UNITS THE BETTER THE TARGET IS
Targets should not be do/don’t but a level/process (on off vs. dimmer and brighter vs.
darker) Gradations!!! Not Toggle
EX: Skills Objective 2: I can analyze
an economic model (Analyze)
Level
4
I can interpret a self-created economic model by
explaining with evidence how it illustrates an economic
concept and is connected to other models.
3
I can interpret a self-created economic model by explaining
with evidence how it illustrates an economic concept.
2
I can interpret an economic model by explaining with
evidence how it illustrates an economic concept.
1
I can interpret an economic model by identifying the
accurate context.
To get to my website
http://tinyurl.com/Wrightwayecon
http://tuq.in/wrightwayecon
https://sites.google.com/a/d125.org/wrightwayeconomics/ap-macroeconomics/apmacroeconomics-learning-targets
https://sites.google.com/a/d125.org/wrightwayeconomics/ap-microeconomics/i-ap-micro-scaledlearning-targets
https://sites.google.com/a/d125.org/wrightwayeconomics/college-prep-economics/i-college-prepeconomics-scaled-learning-targets
5 Musts of Formative
Assessment
1. Must provide effective feedback: clarify what
good performance is
2.
Must involve students in their own learning:
3. Must allow for adjustments in instruction based
on assessment results
4.
Must increase motivation and self-esteem
5.
Must directly and clearly outline how to improve
The tough stuff
Clearly defined essential understandings and
student performance outcomes exist for every
unit of instruction. (Articulated and Measurable
Learning Targets)
THE PLAN
Learning Target
Type of
Target
Assessment Formative Evidence
Method
or
Summative
I can interpret a selfcreated economic
model by explaining
with evidence how it
illustrates an
economic concept.
Knowledge
/Skill
Short
process
responses
Form
8 problems
FRQ
Targeted Practice and Remediation
http://progresspoints.com/
Targeted Practice and Remediation
http://progresspoints.com/
http://www.myebrexperience.com/