Date post: | 23-Dec-2014 |
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Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Comprehend & Understand
E1/M3/21
Demonstrate independence in reading/viewing complex texts or media and then writing, speaking or producing content about them.
E1 - Comprehend and evaluate complex texts across a range of types and disciplines
E1 - Discern a speaker’s key points, request clarification and ask relevant questions
E1 - Build on others’ ideas, articulate ideas and confirm that a listener has understood
E1 - Effectively seek out and use resources to support self-directed learning
SMP 3 – Listen or read arguments and decide if they make sense.
21- Listen/view effectively to decipher meaning, including knowledge, values, attitudes and intentions and then judge effectiveness and impact
CCMT Reading Comprehension: Strand A, Objective 3 – Select and use relevant information from the text in order to summarize events and/or ideas in the text.
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 1
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
AcquireFactual Knowledge
E2/21
Build a strong base of knowledge through content rich texts or other appropriate sources of information.
E2 - Engage with works of quality and substance across a wide range of subject matter
E2 - Read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise
E2 - Refine and share knowledge through writing and speaking
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COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 2
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Information Literacy
E3/E6/M5/21
Use digital tools to obtain, evaluate, synthesize, and report findings/information clearly and effectively in response to a variety of tasks and purposes.
SMP 5 – Make sound decisions about when digital tools might be helpful, recognizing both the insight to be gained and the limitations of the tools.
E3 - Identify and use different types of evidence required of different disciplines
E6 - Know the strengths and limitations of various technology tools and mediums and select and use those best suited to communication goals
E6 - Integrate what is learned using technology with what is learned offline
21- Use digital technologies as a tool to access, research, organize, and apply information
21- Manage the flow of information from a wide variety of sources
21- Evaluate information critically and competently
21 - Use information accurately and creatively for the issue or problem at hand
21 - Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information.
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 3
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Critical Stance Based on Evidence
M3/E4/21
Construct and engage in viable arguments based on evidence and critique reasoning of others.
SMP 3 – Distinguish correct logic in reasoning from that which is flawed.
SMP3 –Build a logical progression of statements to explore the truth about conjectures.
SMP 3 -Use stated assumptions, definitions, and previously established results in constructing arguments.
SMP 3 - Recognize and use counter examples.
SMP 3 – Contextualize and decontextualize quantitative relationships
E4 - Question an author’s or speaker’s assumptions and premise
21 - Effectively analyze and evaluate evidence, arguments, claims and beliefs
21 - Synthesize and make connections between information and arguments
21 - Interpret information and draw conclusions based on the best analysis
CMT Strand 20 (Grade 5 Only) – State a conclusion and explain why a claim is or is not reasonable based on data
CMT Reading Comprehension: Strand D, Objective 2 - Select, synthesize and/or use relevant information within the text(s) to extend or evaluate the text(s)
CAPT Interdisciplinary Writing CAPT Process Standards –
Express mathematical ideas and arguments with clarity and coherence.
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 4
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
CommunicateEffectively
E1/E3/E5/21
Read, write, produce and speak grounded in evidence for a variety of purposes and audiences.
E1 - Construct effective arguments and convey intricate or multifaceted information
E1 - Demonstrate command of standard English and acquire and use a wide-ranging vocabulary
E3 - Adapt communication in relation to audience, task, purpose and discipline
E3 - Set and adjust purpose for reading, writing, speaking, listening and language use as warranted by the task
E5 - Cite specific evidence when offering an oral or written interpretation of a text
E5 - Use relevant evidence in writing and speaking
21 - Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
21- Use a variety of communication tools for a range of purposes (e.g. to inform, instruct, motivate and persuade) and there is evidence of thoughtful selection of strategy to align with message, audience, and purpose.
21- Communicate effectively in diverse environments (including multi-lingual)
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 5
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Define and Solve Problems
M1/M2/M8/21 Make sense of problems and persevere in solving them
SMP 1 – Explain the meaning of a problem and look for entry points to its solution.
SMP 1 – Analyze givens, constraints, relationships, and goals.
SMP 1 – Make conjectures about the form and meaning of a solution.
SMP 8 – Maintain oversight of the process while attending to details.
SMP 2 – Create a coherent representation of a problem.
21 -Identify and ask significant questions that clarify various points of view and lead to better solutions
21 -Reflect critically on learning experiences and problem solving processes
21 -Solve different kinds of non-familiar problems in both conventional and innovative ways
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 6
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Understand andRespect Others
E7/21
Come to understand other perspectives & cultures through reading, listening, and collaborations
E7 - Actively seek to understand other perspectives and cultures through reading and listening
E7 - Evaluate other points of view critically and constructively
21 -Contributes useful ideas with authentication and encourages others to use their ideas as well.
21 -Responds open-mindedly to different ideas and values
21 -Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments
CMT Reading Comprehension: Strand D, Objective 3 - Demonstrate an awareness of an author’s or character’s values, customs and beliefs included in the text
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 7
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Creativity andAdaptability
M7/21
Demonstrate innovation, flexibility and adaptability in thinking patterns, work habits, and working/learning conditions.
SMP 7 – Shift perspective to discern patterns or structures.
21 -Is aware of their own creative process and the environments in which his/her own thinking is enhanced or inhibited.
21 –When faced with barriers or difficult problems, perseveres and works to create alternatives and new solutions.
21 -Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
21 -Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
21 -View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
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COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 8
Coherence Planning for Assessment PracticeCritical Skills – How Do We Know?
Skill SetCritical Attributes Assessments & Data Points
(Current)Assessments and Data
Points (Needed)
Integrity andResponsibility
M4/E7/21
Value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior
SMP 4 – Apply mathematics to solve problems arising in everyday life, society, and the workplace.
E7 - Appreciate diverse experiences and perspectives
21 -Act responsibly with the interests of the larger community in mind
21 -Shows respect for all members of the community
21 -Is responsible for one’s behavior and its effect on the community
21 -Demonstrates empathy for others 21 -Embraces and respects all identities
and cultures 21 -Acts consistently with personal and
community values
COHERENCE PLANNING - JONATHAN COSTA - EDUCATION CONNECTION 9