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Appalachian Teacher Partners
Appalachian Math Science Partnership
November 12, 2010We will begin at 9:01
Where to Today?
SelectedResponse
Assessment
Web Tools
DevelopingHigher LevelQuestions
RevisitDeconstruction
FA Strategy
• In your table groups, share the formative assessment strategy you tried this month
• Discuss strengths and weaknesses and show any student work you may have.
• How was the learning impacted by this strategy?
• How was teaching impacted by this strategy?
Assessment:Selected Response
• Learning Targets– I can determine if a SR
item is congruent or correlated to the learning target(s).
– I can evaluate SR items for quality.
– I can modify questions in order to improve quality.
– I can explain the importance of student self-assessment.
Revisiting Franzipanics
• Think back to last month when you took the Franzipanics quiz.
• What helped you to get any of the questions correct?
• What item guidelines did each question break?
What are the implications of this exercise?
Why Accuracy Is ImportantAssessment information can be inaccurate in
one of two ways:1. We think students have mastered material
when they actually have not.2. We think students haven’t mastered
material when they actually have.
• What problems for teachers and students would arise from each of these situations?
Con-gru-en-cy (kən-groo’-en-se) n. 1. Mathematics. a. coinciding exactly when superimposed: congruent triangles [from Latin congrere,to meet together, agree.]
Webster’s Collegiate Dictionary, Tenth Edition
• In a learning situation, the principle of congruency means to achieve an exact match or agreement between the standards, the learning goal, and the chosen activity.
A Math Example• Grade Level/Course: Grade 8 Mathematics • Cluster: Understand and apply the Pythagorean • Theorem
• Standard: 7. Apply the Pythagorean Theorem to• determine unknown side lengths in
right triangles in real-world and mathematical problems in two and three dimensions.
• Learning Target: I can apply the Pythagorean Theorem to
• determine unknown side lengths in right• triangles in real world problems in two• dimensions.
A diagram of part of a baseball field and some of its dimensions are shown below.Point F represents First Base, point S represents Second Base, point T representsThird Base, point H represents Home Plate, and point P represents another location on the baseball field.
P
180 ft
90 ft90 ft90
T
S
H
F
Home Plate
Third Base
Second Base
First Base
The diagram has the following characteristics:•Quadrilateral FSTH is a square.•Point F lies on HP.•Triangle FST is isosceles.
A Science Example
Learning Targets (7th grade)
• I can identify the force acting on an object.
• I can use force arrows to predict change in the motion of an object.
• I can explain the change in motion of an object when an unbalanced force acts on it.
Question 1
An object is moving at a constant speed of 10 m/s. Its speed increases to 20 m/s. What must have happened to cause the change in speed?
• A. A net force was applied in the direction of
motion. • B. A net force was applied in the direction
opposite of motion. • C. The net force acting on the object was
doubled. • D. The mass of the object was doubled.
Question 2
• Newton’s 3rd Law of Motion states that ______________________.
A. force equals the mass of an object times the acceleration of the object
B. inertia is an object’s resistance to changeC. for every action force there is an equal and opposite
reaction forceD. an object at rest tends to stay at rest, and a moving
object tends to keep moving in a straight line until affected by an outside force
Question 3
The boulder in the picture above is not moving because
• A. The boulder has too much force inside it to be moved.
• B. No forces are pushing or pulling the boulder.• C. Gravity is holding it down to the ground.• D. The ground pushes up with the same force
that gravity pulls down.
In Partner Pairs
• Examine the multiple choice items in light of the learning targets for your subject area.
• Are the items congruent or correlated?
• Are the distractors quality distractors?
• Modify the questions as needed.
Now You Do….
• Examine the summative test for your unit focusing on the multiple choice items.
• Are the items congruent or correlated to the learning targets?
• Are the distractors quality?
• Are any of the guidelines violated?
• Modify questions as needed.
Strategy 4: Teach Students to Self-Strategy 4: Teach Students to Self-Assess and Set GoalsAssess and Set Goals
• Students use test plans as a basis for evaluation of strengths and areas of study
• Students complete self-evaluation and goal-setting form on the basis of test or quiz results
Clear Targets and Student Goal Setting
x
x
x
Write numerals in expanded…
3
Write numerals in expanded…
2
Write numerals in expanded…
1
More study?
Simple mistake?
Wrong?Right?Learning Target
Problem
You Be GeorgePlease imagine you are George.
With a partner, do a little self-analysis and goal setting by completing the form.
(In this case, you will have to use a little imagination.)
You Be George• How many questions did George get wrong?
– What would his grade on this test be? – What is he likely to conclude from that grade if he doesn’t
do this kind of thinking? – How often do students like George get the opportunity to
look at a low score from this perspective? – What does research indicate students like George need?
• How might this activity be helpful in the classroom? – Who would benefit? – What would make it worth the time?
For Next Time
• In CASL, read pp 152-166. • Create or modify an existing MC assessment for
a unit you are currently teaching—administer to students.
• Include a reflection and goal setting form. • Bring back quizzes and reflection for at least 1
class—we will use student results to analyze the quiz.
• Read CASL Chapter 6—Please complete the reading guide.
Web 2.0 Tools
• Goals:– To explore sites that
can have an impact on instruction and student learning.
Web 2.0 Tools for Instruction• Khanacademy.org• Wolframalpha.com• Livebinders.com• Polleverywhere.com• YourFreePoll.com• Jingproject.com• Google SketchUp• JamesRahn.com• Jonathanwray.com• FreePDFconverter.com
List Serv Chatter
• F-IF-7B– Graph functions expressed symbolically
and show key features of the graph, by hand in simple cases and using technology for more complicated cases:
– Graph square root, cube root, and piecewise-defined functions, including step and absolute value functions
What kind of standard?
Standards/Benchmarks
Targets
Assessment OF (Summative) and FOR Learning (Formative)
Assessment Methods
Communication of Results
But
First…
Goals for this Session
• To reflect on how the standards/ benchmarks, the underpinning learning targets, the purpose, the assessment methods and the communication of results need to align to provide quality in the assessment process
• To practice strategies and an alignment of the above
Graphic Organizers
• Organize our thinking, our ideas
• Help us plan
• Connect isolated pieces of knowledge
• Help us make meaning
Standard/Benchmark:
Type: Product Skill Reasoning KnowledgeLearning Targets
What are the knowledge, reasoning, skills or products targets underpinning the standard or benchmark?Product Targets Skill Targets Reasoning Targets Knowledge Targets
•
•
•
•
•
•
•
•
•
•
•
•
Assessments
How will I assess to promote the learning and audit the achievement of the targets and standard?
Assessment(s) For/Formative OF/Summative
Assessment(s) FOR/Formative OF/Summative
Assessment(s) FOR/Formative OF/Summative
Assessment(s) FOR/Formative OF/Summative
Selected Response
Ext. Written Response
Performance
Personal Communication
Selected Response
Ext. Written Response
Personal Communication
Performance
Personal Communication
Performance
Communication of Results
How will I communicate the learning and the achievement?
FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement
FOR/Formative – Report
OF/Summative -- Grade
FOR/Formative – Report
OF/Summative -- Grade
FOR/Formative – Report
OF/Summative -- Grade
FOR/Formative – Report
OF/Summative – Grade
Standard:
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Type: Product Skill Reasoning Knowledge
STANDARDS
PRODUCT TARGETS
design, produce, create, develop, make
SKILL TARGETS
observe, listen, perform, do, question, conduct, speak
REASONING TARGETS
analyze, compare, synthesize, categorize, interpret, justify
KNOWLEDGE TARGETS
explain, understand, describe, identify, define
Standard:
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Type: Product Skill Reasoning Knowledge
First Grade
Standard:
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Type: Product Skill Reasoning Knowledge
First Grade
Standard:
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Type: Product Skill Reasoning KnowledgeLearning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Product Targets Skill Targets Reasoning Targets Knowledge Targets
First Grade
Standard/Benchmark:
Will drive with skill
Type: Product X Skill Reasoning Knowledge
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Standard:
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Type: Product Skill Reasoning KnowledgeLearning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Product Targets Skill Targets Reasoning Targets Knowledge Targets
First Grade
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Hold a pencil correctly
Print letters correctly
Space words
Use lines and margins correctly
Stretch out sounds in …
Distinguish the uses or meanings of a variety of words (word choice)
Summarize to bring a sense of closure
Know what a sentence is
Understand concept of word choice
Identify a topic
Identify facts related to the topic
Understand endings
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
FOR/Formative OF/Summative FOR/Formative OF/Summative FOR/Formative OF/Summative FOR/Formative OF/Summative
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Hold a pencil correctly
Print letters correctly
Space words
Use lines and margins correctly
Stretch out sounds in …
Distinguish the uses or meanings of a variety of words (word choice)
Summarize to bring a sense of closure
Know what a sentence is
Understand concept of word choice
Identify a topic
Identify facts related to the topic
Understand endings
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
X Formative Summative X Formative Summative X Formative Summative X Formative Summative
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Hold a pencil correctly
Print letters correctly
Space words
Use lines and margins correctly
Stretch out sounds in …
Distinguish the uses or meanings of a variety of words (word choice)
Summarize to bring a sense of closure
Know what a sentence is
Understand concept of word choice
Identify a topic
Identify facts related to the topic
Understand endings
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
X Formative Summative X Formative Summative X Formative Summative X Formative Summative
Performance Performance
Personal Communication
Selected Response
Ext. Written Response
Performance
Personal Communication
Selected Response
Ext. Written Response
Personal Communication
57
Possible Assessment Methods Selected Response
Multiple Choice True/False Matching Fill in
Extended Written Response Writing in response to a question or request
Performance Assessment Demonstrating skills Development of products
Personal Communication Questions Conferences Interviews
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Hold a pencil correctly
Print letters correctly
Space words
Use lines and margins correctly
Stretch out sounds in …
Distinguish the uses or meanings of a variety of words (word choice)
Summarize to bring a sense of closure
Know what a sentence is
Understand concept of word choice
Identify a topic
Identify facts related to the topic
Understand endings
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
X Formative Summative X Formative Summative X Formative Summative X Formative Summative
Performance Performance
Personal Communication
Selected Response
Ext. Written Response
Performance
Personal Communication
Selected Response
Ext. Written Response
Personal Communication
Product Targets Skill Targets Reasoning Targets Knowledge Targets
Write sentences with varied beginnings
Write sentences that contain facts about the topic
Hold a pencil correctly
Print letters correctly
Space words
Use lines and margins correctly
Stretch out sounds in …
Distinguish the uses or meanings of a variety of words (word choice)
Summarize to bring a sense of closure
Know what a sentence is
Understand concept of word choice
Identify a topic
Identify facts related to the topic
Understand endings
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
X Formative Summative X Formative Summative X Formative Summative X Formative Summative
X Performance X Performance
Personal Communication
X Selected Response
Ext. Written Response
X Performance
X Personal Communication
X Selected Response
Ext. Written Response
X Personal Communication
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
Formative Summative X Formative Summative X Formative Summative X Formative Summative
Performance X Performance
Personal Communication
X Selected Response
Ext. Written Response
Performance
X Personal Communication
X Selected Response
Ext. Written Response
X Personal Communication
Communication of ResultsHow will I communicate the learning and the achievement?
FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
SUM TOTAL OF EVERYTHING STUDENTS DO IN SCHOOL/CLASSROOM
Types of Learning Criteria Used in Grading and Reporting
SELECTION OF MOST VALUED ITEMS FOR REPORTING PURPOSES
Progress Criteria•Learning Gains•Improvement Over Time•Process Criteria•Work Habits•Attendance•Effort •Participation•Homework
SELECTION OF ACHIEVEMENT ITEMS FOR GRADING
PURPOSES
Product Criteria•Final Exams•Reports/Projects•Culminating Demonstrations of learning
Report Grade
Assessment Assessment FOR LearningFOR Learning
Assessment Assessment OF LearningOF Learning
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
Formative Summative X Formative Summative X Formative Summative X Formative Summative
X Performance X Performance
Personal Communication
X Selected Response
Ext. Written Response
Performance
X Personal Communication
X Selected Response
Ext. Written Response
X Personal Communication
Communication of ResultsHow will I communicate the learning and the achievement?
FOR/Formative assessments resulting in reporting of learning/growth OF/Summative assessments resulting in grading of achievement
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
FOR/Formative – Report
OF/Summative - Grade
Assessments
How will I promote the learning and audit the achievement of the targets and standard?
X Formative Summative X Formative Summative X Formative Summative X Formative Summative
X Performance X Performance
Personal Communication
X Selected Response
Ext. Written Response
Performance
X Personal Communication
X Selected Response
Ext. Written Response
X Personal Communication
Communication of ResultsHow will I communicate the learning and the achievement?
Formative assessments resulting in reporting of learning/growth Summative assessments resulting in grading of achievement
X Formative – Report
Summative - Grade
X Formative – Report
Summative - Grade
X Formative – Report
Summative - Grade
X Formative – Report
Summative - Grade
Now back to….
• F-IF-7B– Graph functions expressed symbolically and
show key features of the graph, by hand in simple cases and using technology for more complicated cases:
– Graph square root, cube root, and piecewise-defined functions, including step and absolute value functions
Determine the standard type.Next, deconstruct into the
appropriate targets. How will you assessthese targets?
Questioning
• Learning Targets:– I can identify the
purpose of using good questions during instruction.
– I can describe the criteria necessary for thoughtful questions.
– I can develop a set of style based questions that promote deeper understanding.
Goals of Questioning
1. Build Motivation
2. Enhance Recall and Memory
3. Teach Good Thinking
4. Increase Students’ Depth of Knowledge
5. Design Better Lessons and Units
Turn to pg. 5 in your folder workbook. Read about these goals and choose the TWO that are the most important to you and discuss why with an elbow partner.
Questions Should Promote Thinking
• Read the story on pages 6-7 in the workbook.
• Complete Figure 1.5
• Be prepared to discuss.
Building an Answer• We must find data (collect).
– Via memories, research, experience, etc. – Chunking data to form patterns, theories, and
generalizations.
• We must construct data (arrange).– Objective—Arranging by logic and procedure.– Subjective—Arranging by personal values &
images.
Questions in Style asks students to do this building in different ways.
Questions are Powerful
• Examine the description of questioning styles on pages 10 and 16 of the workbook.
• What are the advantages of posing questions in all four styles?
• If questions are written to reflect style, does that mean that they are on a higher order level? Why or why not?
Can be
Targets and Questions
• Examine the following Math and Science learning targets and questions.
• Are the questions…– ….congruent to the targets?– ….requiring higher order thinking?– ….reflective of style?
A Math Example
LEARNING TARGETS:
• I can state the equation of a line through the origin in the form y = mx.
• I can state the equation of a line intercepting the vertical axis at b in the form y = mx + b.
Using the form y=mx+b, state the equation of two different
lines on the xycoordinate plane that pass
through the origin.
Turn to your talking partner. After your partner gives you
the equation for a line in the form y = mx + b,
tell your partner whether the graph of the line intersects the
vertical axis above or below the origin.
Think of any non-vertical line on the coordinate plane as a road.
Think of a car on that road that is traveling from your left to your right.
If the equation of that line is y = -3x + 1, explain why
you think the car is traveling uphill, downhill or along a flat stretch.
Describe some real-life situation in which the
resulting graph would be a line with
a negative slope.
MATH
A Science Example
Learning Targets:
• I can identify the force acting on an object.
• I can use force arrows to predict change in the motion of an object.
• I can explain the change in motion of an object when an unbalanced force acts on it.
Choose an object that isin motion and one that is not.
Identify all the forces acting on each object. Use words and arrows.
Understanding forces can be difficultat times. What are 1 or 2 questions
that you have about forces thatwould help your understanding?
A car is traveling down a road at70 mph. A large rock falls from a cliff, rolls down the hill, and slams into the
passenger side of the car. Using words and force arrows predict
how the motion of the car will change.
What if all forces in the worldwere unbalanced? How would this affect life as
we know it?
Science
Tools for Questioning
• Carousel Brainstorming• Graffiti• Four Thought (pp 30-31)
• Comprehension Menus
Comprehension Menus
• What is it?– A tool for assessing reading comprehension.– NEW TWIST: To check comprehension after
an activity and/or lecture.
Recall of facts & details Connecting to yourself
Inferences &
GeneralizationsApplying knowledge
A Science Example
List 3 physical properties and 3chemical properties for each
material:Wood, Metal, Plastic
What tips could you give another student who is having trouble
keeping physical and chemical properties/changes sorted out in
their mind?
How are physical changes and chemical changes similar
and different? Create visual icons for the following:
Chemical PropertyChemical Change
Physical PropertyPhysical Change
Phy change Chem Change
Differences
A Math Example
Generate four different fractions between 0 and 1.
Order them from least to greatest.
Which numbers are moreimportant—fractions or whole
numbers? Why?
Mr. Jones has a square piece of property. He wants to keep a
quarter for himself (in pink) and dividethe rest equally among his four
sons. Each son should receive apiece of land equal in size & shape. How can he do this?
Have you ever used a fraction
to settle a dispute?Explain how.
Take Time to Think…
• What are the benefits to using a comprehension menu?– For Teachers?– For Students?
• How could a comprehension menu be used in your classroom?
A Blueprint for Questioning
• Examine the excerpts in Fig. 3.3 on page 42.
• How do we know that these questions are good, rich, and powerful questions?
• What are at least 3 criteria for good questions?
• Now review the criteria on pg.43• How do the questions in the excerpts meet
each criterion?
“Blueprint” for designing Lessons and UnitsFoyer
Where we activatestudents’ prior
knowledge and arousestudent interest
(Knowledge Anticipation)
LibraryWhere we provide
information and ideasthrough lecture,
readings, or viewings(Knowledge Acquisition)
KitchenWhere students cook
up a product that demonstrates
what they know(Knowledge Application)
WorkshopWhere students
rehearse and practicewhat they are learning
(Practicing and Processing
New Knowledge)
PorchWhere students lean
back, reflect, generalize, and question what they
have learned(Reflection)
Copyright 2007 Thoughtful Education Press
Question Blueprint for Long Division
Copyright 2007 Thoughtful Education Press
Target
Target
Target
Target
Designing Your Own Blueprint
• Using your LESSON blueprints from your unit, you are going to develop questions that promote deeper understanding.
• In other words, think of your daily lessons---what questions are you going to ask to help students think about the material?
• Develop higher level questions in style for each of your learning targets.
• Keep in mind the blueprint—where are you going to use these questions during instruction?
• Use pp 20-23 in workbook for examples.
Where to Today?
SelectedResponse
Assessment
Web Tools
DevelopingHigher LevelQuestions
RevisitDeconstruction
For FEBRUARY
• Our next meeting is February 11, 2011
• For homework– Complete the MC test and
administer—use reflection with students—bring back 1 classroom set.
– Read CASL Ch. 6—Complete the homework guide.
– Finish question blueprint for ALL learning targets—upload questions with matching target(s) to Google site.