Complete Unit
Ewing Coleman Green
EDD 8112 CRN 22080
Assessment Centered Curricular Design
Nova Southeastern University
November 15, 2013
Algebra 1
 Unit 2
 Linear and Exponential Relationships
Linear and Exponential
Relationships
 Linear – constant rate
of change
 Exponential – non-linear
rate of change
(exponent other than 1)
Backward Unit Design
 Founded on three basic elements (1)
 Desired Results
 Assessment Evidence
 Learning Plan
 “Backward design yields greater coherence among
desired results, key performances, and teaching
and learning experiences, resulting in better
student performance – the purpose of design.”
(1) Wiggins and McTighe (2005, p. 33)
Unit Design
 Wiggins & McTighe’s original three design elements
expanded to six stages
 Stage 1: Enduring Understanding
 Stage 2: Essential Questions
 Stage 3: Assessment
 Stage 4: Learning Experiences
 Stage 5: Resources
 Stage 6: Reflection
Stage 1
 Enduring Understanding
 Common Core Standards
Stage 2
 Essential Questions
Stage 3
 Assessment Strategies
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Diagnostic
Formative
Mid-Module
Summative
Performance/Authentic
Self
Diagnostic Assessment
 Purposes
 Determine mastery of content entering the unit
 Inform individual learner needs
 Remedial
 Enrichment into Geometry
 Guided independent study and self-assessment
 Form
 Written assessment similar to unit summative
assessment
 Grade only informs instructional strategies
Formative Assessment
 Purposes
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Empower students to own the learning process
Provide structured practice to construct understanding
Provide descriptive feedback
Inform student and teacher on mastery development
Determine next steps for mastery attainment
 Forms
 Collaborative cluster problem solving
 Online Gizmos
 Learning Assignments (not “homework”)
Mid-Module Assessment
 Purposes
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Gather evidence of mid-unit mastery attainment
Provide descriptive feedback
Inform student and teacher on mastery development
Determine next steps for mastery attainment
Document level of demonstrated mastery (“grade”)
 Form
 Written assessment
Summative Assessment
 Purposes
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Gather evidence of end of unit mastery attainment
Provide descriptive feedback
Inform student and teacher on mastery development
Determine next steps for mastery attainment
Document level of demonstrated mastery (“grade”)
 Form
 Written assessment
Unit Summative Assessment
Performance/Authentic
Assessment
 Purposes
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Individualize student expression of mastery
Bring personalized meaning to learning
Appeal to individual student passion
Engage whole brain development
Build cross-curricular understanding
Link to real-world relevancy
 Forms
 Varied
Self-Assessment
 Purposes
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Empower students to own the learning process
Build lifelong learning and achievement skills
Build intrapersonal intelligence
Develop student self-efficacy
Help students chart their own journey toward mastery
attainment
 Forms
 Varied, frequently using an exemplar
 Three self-assessment formats included in this unit
 Unit goals
 Action Oriented Reflection
 Prompts on assessments
Stage 4
 Lesson plans and learning engagements
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Lesson plan elements
Collaborative clusters
Investigation
SmartBoard lesson
Explore Learning Gizmo
Lesson Plans
 Collaboratively designed with subject partner
 Lesson plan elements:
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Previous learning assignment review
Concept introduction via SmartBoard lesson
Investigation/exploration
Explore Learning Gizmo focused on concept
Problem solving at collaborative table clusters
Self-assessment
New learning assignment
Mr. Green’s SmartBoard and
collaborative clusters
 High Jump record investigation – men versus women!!
SmartBoard lesson pages
 Explore Learning Gizmo (2)
(2) www.explorelearning.com
 Gizmo online formative assessment with immediate
feedback and explanation
Stage 5
 Resources
Stage 6
 Reflection
Calendars
Unit Quality
 Two self-assessments
 Entire Unit
 Using Assignment 2, 3, and 4 rubrics
 Unit summative assessment evaluated along three
dimensions
 Distribution of items – learning outcomes
 Enduring Understanding
 Common Core Mathematics Standards
 Distribution of items – difficulty
 Bloom’s Taxonomy
Entire Unit
Entire Unit
 Overall rubric total score of 29 out of 30
 Improvement area:
 More comprehensive performance tasks with GRASPS
(3) prompts
(3) Goal, Role, Audience, Situation, Performance, and Standards (Wiggins &
McTighe, 2005, p. 157)
Unit Summative Assessment Quality –
Learning Outcomes
Learning Outcomes
 Analysis showed
 The enduring understanding and all five essential
questions were addressed across the 32 items
 EQ #5 (how rate of change effects shape of graphs) may
be over-represented
 9 of 22 Unit Common Core Mathematics Standards
addressed
 Appropriate since this assessment measures understanding
across the Linear concepts
 -Exponential to be studied next
Unit Summative Assessment Quality –
Item Difficulty
Bloom’s Taxonomy
 Analysis showed
 All six Bloom’s levels are addressed
 18 of 31 graded items address Application level
 Is this an appropriate cognitive distribution given the
audience and subject matter?
 Approximate normal distribution when viewed as a
sideways histogram
 Slight bias toward higher cognitive end of Bloom’s versus
lower
Overall Unit Quality
 Analysis of the unit self-assessment showed:
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Comprehensive backward-designed template
Standards-based learning focus
Balanced assessment strategies
Varied self-assessment formats
Varied whole brain learning engagements
Effective use of digital resources
Include more comprehensive performance tasks with
GRASPS, authentic assessment
 Further analyze assessment item balance across
Common Core standards and Bloom’s levels
Image URLs
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Slide 2. Anonymous student at SmartBoard. Retrieved from https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcSzeS1qe0FJDkCFN_pKUgJxrvbB51JB7cOHp6bMsGf
AubXJYA_z4w
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Slide 2. Bridge. Retrieved from http://blog.keycurriculum.com/2012/03/what-do-you-wonderreal-world-math-problems-are-everywhere/
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Slide 2. Parabolic rollercoaster. Retrieved from https://encryptedtbn1.gstatic.com/images?q=tbn:ANd9GcSxX_MWbDefsXeVGepCnZ5oaU9hUfX3uSkSf29jxB9
DQRtoiRG8Cw
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Slide 3. Airplane takeoff. Retrieved from https://encrypted-tbn2.gstatic.com/images
q=tbn:ANd9GcR8P6YyJHaVmV3Sel6ya8m4C8czyW3cJ_vybo7DmbwZ8EtJqLZM
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Slide 3. Very large array. Retrieved from https://encryptedtbn2.gstatic.com/images?q=tbn:ANd9GcQHTrN8LiLopFi7jMnTes7z2MT6syWnW7wYNkVWtkNl
8oDwXsfWiA
References
 Explore Learning Gizmos. www.explorelearning.com
 Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.