Decomposing Standards: Rigor not Rigor mortis!

GACIS 2008Rebecca Johnson, Brenda Schulz and Dawn SouterForsyth County Schools

Implement Unit of Study

Assess Student Understanding

Provide Remediation for Those Who Have Misunderstandings

Provide Enrichment/Further Challenge to Those Who Understand

Complete the Unit

Standards-Based ClassroomsFormative Assessment

Observations, conversations, products

Summative Assessment

Observation Checklist, Project, Rubric, Product, Test

Differentiation: Context, Activity, Requirements, Assessment, Delivery

High Leverage Strategies! On to the Next Unit!

Adapted from Tom Guskey

What Do Standards-Based Teachers Do?

Mapthe

Curriculum

EvaluationAnd

Reflection

Understand the

Standards

DesignStandards-Based

Unit

ImplementUnit

AssessStudent

Work

Not All Standards are Created Equal….

Decompose:

To decay; putrefy separate (substances) into constituent elements or parts 

Today’s Structure

Background on Decomposing StandardsPractice Decomposing StandardsExemplarsObservations/Conversations/Implications

Background on Decomposing Standards

Knowledge Standards

RecognizeDescribeUnderstandsExplainsKnowsIdentifiesComprehends

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Skill Standards

MeasuresReads aloud Dribbles and passesParticipates Uses simple equipmentDemonstrates relationshipsPronounces Collects Data

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Reasoning and Thinking Standards

Use Analyze Evaluate Make Decisions Formulates questions Make predictions Verifies Compares Contrasts

Sets goals Strategize Distinguishes between Examines data and

proposes meaningful interpretation

Using insights and conclusions from data to generate potential solutions

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Product/Performance Standards

Constructs graphsDevelops a planCreates a product to support a thesisConstructs modelsCreates a scripted sceneWrites simple directionsGenerating a viable action plan to

address the problem

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Disposition Standards

Likes mathematics Chooses to read for enjoyment Plays basketball for fun Intends to vote in every election Looks forward to science Understands the ethics of the scientific method Wants to participate in community theatre Enjoys opportunities to converse in Spanish Commitment to active and sustained learning Exhibit a passion for learning

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Practice Decomposing Standards

Knowledge Skill Reasoning/Thinking

Performance Disposition

Relates a literary work to information about its setting or historical moment.

Describe the government function in taxation and providing certain goods and services.

Compare the advantages of sexual reproduction and asexual reproduction in different situations.

Interpret tally marks, picture graphs and bar graphs

Decomposing the Standards

Practice

Decompose Your StandardsKnowledge/InformationSkillReasoning/Thinking Performance Disposition

Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Do not only use the VERBS to decide. Sometimes, they have to do something rather basic with something really COMPLEX!! For example, students understand the causes of civil war. Understand is low level, but civil war is quite complex.

Thoughts

Aha’s!Didn’t Know!I knew it!!! I will do differentlyI can help

Exemplar Posters

Exemplar Posters

Take a look at standards already decomposed.

What do you notice?

Observations, Conversations, Implications

Talk with your Elbow Partner…

Does this activity have implications for:How we teachHow we assessHow students performWhat students know and are able to doVertical Alignment

Do you see this as valuable in your district?

Essential Questions for Teachers

What do you notice about the cognitive level of your standards?

What do you notice between grade levels of your subject area?

What do believe are the benefits to decomposing the standards like this?

Thinking Ahead

Now, brainstorm ways to assess the standards.

Use sticky notes on your poster to indicate assessment ideas.

Don’t work linearly unless you want to. Jump around and be really specific about how you want to assess individual standards.

A good place to begin is with Reasoning and Thinking!

Target to Be Assessed

Assessment Method

Selected Response Extended Written Response

Performance Assessment

Personal Communication

Knowledge Good match for assessing mastery of elements of knowledge.

Good match for tapping understanding of relationships among elements of knowledge.

Not a good match—too time consuming to cover everything.

Can ask questions, evaluate answers and infer mastery---but a time consuming option.

Reasoning Good match only for assessing understanding of some patterns of reasoning.

Written descriptions of complex problem solutions can provide a window into reasoning proficiency.

Can watch students solve some problems and infer reasoning proficiency.

Can ask student to “think aloud” or can ask follow-up questions to probe reasoning.

Skills Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Good match. Can observe and evaluate skills as they are being performed.

Strong match when skill is oral communication proficiency; not a good match otherwise.

Product/Performance

Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves.

Strong match when the product is written. Not a good match when the product is not written.

Good match. Can assess the attributes of the product itself.

Not a good match.

Adapted from Student Involved Assessment for Learning, 4th ed. By R. J. Stiggins (2005).

Matching Assessments with StandardsMatching Assessments with Standards

Classroom Assessment StrategiesClassroom Assessment Strategies

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Diagram•Web•Concept Map

•Flowchart•Graph•Table•Matrix•Illustration

•Presentation

•Movement•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation•Interview •Conference•Process description

•Checklist•Rating scale•Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

ConstructedResponse

Performance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Observation

Conversation

Product

Guilty of learning through a preponderance of evidence! Wiggins and McTigheAdapted from Anne

Davies, 2005

Clear and Compelling Evidence is VITAL!

Quarterly Assessment Plan Grade Level _______________________ Subject Area ____________________________ Teacher _____________________

Topic: Topic: Topic:

Standards

Types of Standards (Circle those that apply in this unit.)

KnowledgeSkillReasoning/ThinkingPerformanceDisposition

KnowledgeSkillReasoning/ThinkingPerformanceDisposition

KnowledgeSkillReasoning/ThinkingPerformanceDisposition

Formative Assessments(Examples: Pre-Tests, Quizzes that don’t count, classroom observations, paragraphs, rough drafts, conversations with the student, checklists, tasks, etc.)

Differentiation Opportunities(content, process, product, learning environment)

Summative Assessments (Examples: Quizzes, tests, projects, performances, essays {final draft}, observation rubrics, conversation rubrics, checklists, tasks, etc.)

Dawn Souter, 2008

Plan for Standards ImplementationGrade Level ________________ Course ______________________ Quarter ________

Topic: Type of Standard

How to Assess?

How to Teach?

How to RETEACH?

How to Enrich?

Standard/Element

Standard/Element

Standard/Element

Standard/Element

Standard/Element

Standards Implementation Plan

What Do Standards-Based Teachers Do?

Mapthe

Curriculum

EvaluationAnd

Reflection

Understand the

Standards

DesignStandards-Based

Unit

ImplementUnit

AssessStudent

Work

“If you do what you’ve always done, you’ll get what you’ve always gotten.”

The Wizard of Oz

Decomposing Standards: Rigor not Rigor mortis

Rebecca Johnson, Assistant Principal of Coal Mountain Elementary rjohnson@forsyth.k12.ga.us 770.887-7705

Dr. Brenda Schulz, Director of Special Programs bschulz@forsyth.k12.ga.us 770.887.2461 x 202243

Dawn Souter, Curriculum Coordinator dsouter@forsyth.k12.ga.us 770.887.2461 x 202247