October 4 and 5, 2011. What is our purpose and where are we going?

UNDERSTANDING BY DESIGN

ASSESSMENT FOCUS

October 4 and 5, 2011

GETTING STARTED

What is our purpose and where are we going?

PURPOSE To refine our understanding of

assessment in all its forms and consider its link to renewed curricula.

To provide time to reflect and collaborate with others.

To continue to work through the UbD process.

AGENDA 9:00 – 9:30 Assessment in the NESD 9:30 – 12:00 Summative assessment

(Criteria and rubrics)

1:00 – 2:00 Formative assessment and

feedback 2:00 – 2:45 Reporting 2:45 - 3:00 Final “Go Round”

GENERATING PARKING LOT QUESTIONS Line up according to birthdates.

In your group, generate questions you have about formative assessment, feedback, summative assessment and reporting.

Be prepared to share questions.

DESTINATION PARTNERS

Find your destination partner sheet

Sign up four different people for your four different pairings

ASSESSMENT IN THE NESDHow do we define

assessment and what tools should we use?

Find your Hawaii partner. Consider:

What is authentic assessment?

Why do we assess?What do we assess?

AUTHENTIC ASSESSMENT Authentic assessment clearly assesses

the outcomes in a context that reflects the actual learning experience. In other words, we assess in the exact same way we have invited students to learn.

Authentic assessment also invites us to ask how students may come to apply the knowledge and skills they have gained and assess them based on that information.

ASSESSMENT PLAN An assessment plan clarifies the learning

destinations through establishing criteria. It clarifies how evidence of learning will be

collected – through products, observations and conversations.

An assessment plan is realized over the course of an entire unit and, ultimately, over the course of a year.

It aims to provide multiple opportunities for students to demonstrate their learning.

It clarifies how students will be assessed formatively and summatively, how they will be offered feedback and how their progress will be reported.

IN THE NORTH EAST SCHOOL DIVISION WE BELIEVE: Effective instruction depends on high quality assessment. Each assessment must reflect learning outcomes and standards of quality understood by all staff members.

The primary purpose of assessment is to improve student learning. Therefore, we expect all assessments to provide accurate and timely information about student achievement. It is the expectation of the NESD that all assessments will be directly linked to specific student learning outcomes, use assessment methodology appropriate for the subject/grade level, and allow for effective and frequent communication of results.

Assessment can serve as a powerful form of instruction. By involving students in the assessment of their own achievement under direct supervision, teachers can use assessment and feedback to ensure students progress towards meeting the expected learning outcomes for each subject, at each grade level.

A variety of assessment events based on consistent, outcome-based assessment tools are considered appropriate within the NESD. Any progress report should result from varied assessment events, using criterion-established tools (rubrics).

A differentiated approach allows all students to be assessed on the same student learner outcomes in a manner appropriate to each individual.

Achievement and behavior should be assessed and reported separately. The purpose of this practice is to enhance and clarify information shared with others in order to make informed decisions about how learning will move forward

TWO APPROACHES TO THINKING ABOUT ASSESSMENT

What would be sufficient and revealing evidence of understanding?

What are the different types of evidence I can use to assess student learning?

Against what criteria will I consider work and assess quality?

Did the assessments reveal and distinguish those who really understood from those who only seemed to? Do I know why mistakes were made?

What would be fun and interesting activities on this topic?

What projects might students want to do?

What tests should I give based on the content I taught?

How will I give students a mark and justify it to their parents?

How well did the activities work?

How did students do on the test?

Wiggins and McTighe (2005)

When thinking like an assessor, we ask…

When thinking like an activity (only) designer, we ask…

WHAT IS ASSESSMENT? Assessment for Learning Assessment as Learning

Formative Assessment of Learning

Summative

ASSESSMENT FOR LEARNING Gather as much data as possible about

what students know and can do in order to understand where the learning gaps may be.

Using assessment tools (such as rubrics) to make instructional and learning decisions.

Using assessment to plan for future learning (pre-assessments, formative assessments)

ASSESSMENT AS LEARNING Coming to know the criteria by which

learning will be measured so students come to recognize their own growth and opportunities for further learning.

Using assessment tools (such as rubrics) to clarify the learning destination before and during learning.

Using assessment to increase learning.

ASSESSMENT OF LEARNING Strategies designed to confirm the

degree to which students have met curriculum outcomes or the goals of their individualized programs.

Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning

So how does assessment fit into Understanding by Design?

Once outcomes are understood in their complexity and intent, it is time to consider how to assess learning both formatively and summatively. It is time to clarify the learning destination (criteria).

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Critical Evidence of LearningTwo – Critical Evidence of Understanding

Formative Assessment Through what multiple sources of evidence will students demonstrate their understanding on a daily basis.

Summative Assessment Is an assessment of what students know and can do according to the outcomes. It is a snapshot in time, used for reporting.

SUMMATIVE ASSESSMENT

RUBRICSWhat are they really supposed to

do for me and my students?

LOOKING AT RUBRICS Find your Argentina partner and

look at the rubric samples provided for your subject area.

Consider:What task are these rubrics assessing?

What values do these rubrics communicate? What do they say is most important about this task?

STICKY NOTE BRAINSTORM5 MINUTES

Using the same rubrics, write down your observations, comments or questions about the rubrics provided.

Put one idea/ sticky note.

SHARING10 MINUTES

Join with another pair. Share your sticky notes with each other.

Sort sticky notes into general categories of commentary/ questions.

HERE’S WHAT/ SO WHAT/ NOW WHAT 10 MINUTES

Choose three and use the following prompts to reflect:

1) Here’s what we notice… 2) So what does this say

about rubrics/assessment/ learning, etc.? 3) Now what we propose is… Be prepared to share 5 minutes

REMEMBER:

Understanding is not yes or no; it is a matter of degree.

It is a continuum!

CRITERIA Ask yourself:

What will students need to do in order to demonstrate the knowledge and skills required in this outcome?

PERFORMANCE STANDARDS How will I know how far and deep they

need to travel in their understanding?

What is the continuum of learning for this outcome? What will it look like?

How can I help myself and others come to understand how learning progresses?

Exceeding expectations Meeting expectations independently

Mostly meeting expectations with assistance

Not yet meeting expectations, even with assistance

Analyze personal eating practices

You show a strong and in depth understanding of your personal eating practices and can make strong connections between how, what and when you eat and your overall health.

On your own, you show you can recognize the kinds of food you eat, when you eat and why you eat the way you do. You can back up your ideas with details and examples and your explanation and reasoning is clear.

With help, you can somewhat identify your personal eating practices and give some details to support your ideas. Spend some more time thinking specifically about what, how and when you eat and how it affects your health.

You are having trouble showing you understand your own eating practices and how they affect your health. What does it mean to eat healthily? How can you keep track of your own eating? How are the two things connected?

USC 5.1 ANALYZE PERSONAL EATING PRACTICES.

Key verb – Analyze, which means examining relationships, making connections and supporting ideas with examples, details and explanations.

SS 4.4 DEMONSTRATE AN UNDERSTANDING OF LINE SYMMETRY BY: IDENTIFYING SYMMETRICAL 2-D SHAPES CREATING SYMMETRICAL 2-D SHAPES DRAWING ONE OR MORE LINES OF SYMMETRY IN A 2-D SHAPE

Great work! This is going extra well for you!

You did it and you did it on your own!

Good start. You are beginning to make sense of this on your own.

You can do it. Spend some extra time with the criteria and ask for help.

Identify symmetrical 2-D shapes

You consistently and confidently could identify the characteristics of both simple and complex symmetrical and non-symmetrical shapes in many different contexts (given and environmental), sort the shapes and thoroughly explain your reasoning.

On your own, you could identify the characteristics of given symmetrical and non-symmetrical shapes and sort shapes into symmetrical and non-symmetrical, explaining your reasoning.

With some reminders, you could identify basic symmetrical 2-D shapes. Work on describing the characteristics of symmetrical shapes and explaining why this relates to your ability to sort them.

You are having trouble identifying symmetrical 2-D shapes. Review what symmetrical means. Try finding shapes by folding paper and using a mirror.

Create symmetrical 2-D shapes

You can confidently and consistently create symmetrical 2-D shapes in many different contexts, with shapes of increasing complexity. You can also explain how symmetry and fractions are related. You clearly understand symmetry.

On your own, you can create symmetrical 2-D shapes by completing shapes that have been started, identifying lines of symmetry and using manipulatives.

With some help, you can create basic symmetrical 2-D shapes. Try making shapes that are a little more challenging. Try different methods for making shapes.

You are having trouble creating symmetrical 2-D shapes. Start with shapes that are already symmetrical – where is the line of symmetry? Try using a Mira or folding to get the hang of it.

Draw one or more lines of symmetry in a 2-D shape

You can consistently and accurately draw one or more lines of symmetry in 2-D shapes of varied difficulty. You clearly understand lines of symmetry and the role they play in symmetrical shapes.

On your own, you can draw one or more lines of symmetry in a given 2-D shape. How do lines of symmetry related to symmetrical shapes?

With some guidance, you can sort sets of 2-D shapes into those with no, one or more than one line of symmetry. Now practice drawing lines of symmetry on 2-D shapes.

You are having trouble understanding the concept of lines of symmetry. Take 2-D shapes and practice folding them to find lines of symmetry. Ask for help.

RUBRICS… Clarify the learning destination

before day-to-day planning occurs through establishing criteria.

Help students to see exactly where the learning is headed.

Can be used formatively as well as summatively.

Articulate how learning can continue.

RUBRIC DESIGN If possible, gather samples (written, video, photos, etc.) of

student work Use samples to clarify performance standards Start discussions with the level you want all students to

reach (ex. a 3 on a 4 point rubric) Avoid numbers in performance indicators (ex. Is able to list

three out of four…) Keep descriptors positive - For example “Needs editing”

instead of “Many mistakes.” The first descriptor tells a student how to improve.

Numbers on rubrics are challenging because some students track for “just enough” instead of for success.

Avoid including criteria that measure adherence to directions of a task instead of mastery of the outcome (ex. Included title).

Continue with your Argentina partner. Referring to your UbD plans/

unpacked outcomes and curricular documents, consider:Where do we get our criteria for

assessment?Where do we get clarification about

the degree to which levels of understanding or skill are required (descriptors or performance standards on a rubric, for example)?

USING CURRICULUM CORNER

How do we use Curriculum Corner?

How do we use rubrics already posted?

Look at a rubric for a subject you will be teaching and consider:What does this rubric tell us about how learning will look?

How does it inform our teaching?

How does it help students?

GROUP SHARE

What did we come up with?

How are our rubrics similar? How are they different?

PARKING LOT With your Argentina partner, look at the Parking Lot questions.

Generate answers to as many questions as possible.

LUNCH 12:00 – 12:45

THAILAND PARTNER Consider:

How does “posting” rubrics impact our practice?

How can you imagine using rubrics in the learning process?

BENEFITS OF RUBRICS Students learn more quickly what it takes to

produce high quality performances or products and what it takes to demonstrate deep understanding.

Students develop the ability to self-assess well.

Parents can gain insight into their children’s strengths and the next step in their learning.

Teachers have better information to guide the next steps in instruction.

Teachers can give feedback to students that describes exactly what they are doing well and what they need to tackle next.

OUTCOMES TO CRITERIA TO LEARNING PLAN

With your Thailand partner, consider:How does determining the criteria clarify the Learning Plan?

How does the unpacked outcome help?

HEALTH 5Unpacking the Outcome Analyze personal eating practices Outcome (circle the verb and underline the qualifiers) USC 5.1 Analyze personal eating practices. KNOW UNDERSTAND BE ABLE TO DO Nutritional values – fat, sodium, sugars, vitamins Vocabulary – beverage, promotions, food labels, calories, fats, sodium, vegetarianism, vegan, tradition, diet, diabetes, consume, serving, processed, portion, saturated, unsaturated Ways to know serving sizes (places to look) Appropriate and healthy food characteristics – e.g. what a reasonable amount of fat is for a certain age group Kinds of changes a body undergoes in a lifetime and how diet may be related and impacted

That promotional materials are design to get us to buy products and aren’t always related to the healthiest options

That one way to sway an audience is to cite health benefits

That only by facing the reality of our eating practices can we truly make positive changes

That certain diets require attention to getting the right nutritional components in alternate ways

That processed foods contain elements that detract from health

That changes that naturally occur in our bodies change what our body needs to care for it properly

That society, as a whole, has changed its view toward eating over time

Investigate info on food and beverages Examine info and promos to influence eating practices Explain importance of food labels (serving size,

calories, nutritional info) Investigate variety of info on healthy eating (small

meals, cultural foods and traditions, vegetarianism) Evaluate how certain diets require planning (cultural,

vegetarian, diabetes) to ensure health Record and analyze personal food consumption for 5

days (servings, time, location) Observe and record factors that influence personal

eating practices Examine own and others’ experiences with processed

and non-processed foods and examine health benefits Examine how eating practices have changed over time Explain how changes in our bodies affect eating habits

(growth spurts, exercise)

ESSENTIAL QUESTIONS How much can I depend on what I hear in ads and promotions? How do I know if I am getting all the information I need? How do companies use health as a way to promote their products? Why does it work? How do I know if I am eating healthily? How does the choices I make in eating affect my health and the way I eat? Why are processed foods different and how do they affect me? How will my eating practices change over time? How has society’s eating changed over time?

Exceeding expectations Meeting expectations independently

Mostly meeting expectations with assistance

Not yet meeting expectations, even with assistance

Analyze personal eating practices

You show a strong and in depth understanding of your personal eating practices and can make strong connections between how, what and when you eat and your overall health.

On your own, you show you can recognize the kinds of food you eat, when you eat and why you eat the way you do. You can back up your ideas with details and examples and your explanation and reasoning is clear.

With help, you can somewhat identify your personal eating practices and give some details to support your ideas. Spend some more time thinking specifically about what, how and when you eat and how it affects your health.

You are having trouble showing you understand your own eating practices and how they affect your health. What does it mean to eat healthily? How can you keep track of your own eating? How are the two things connected?

USC 5.1 ANALYZE PERSONAL EATING PRACTICES.

Key verb – Analyze, which means examining relationships, making connections and supporting ideas with examples, details and explanations.

Task #2 Goal: Comprehend & Respond: READI NG, listening Compose & Create: WRI TI NG Assess & Reflect Essential Questions: What makes poetry fun to read? What are some of the f eatures of poetry? Why is poetry a unique way to express you?

1. BEFORE: Use following questions as prompt f or journal writing entry: a) How many times have you been asked, “What do you want to be when you grow up?” Make a list of ten possible answers-real or f unny.

b) Think of a poem or a rhyme that you can say off by heart. Write it down and explain why you remember it. c) What do you think about poetry? Explain why you f eel the way you do. 2. DURI NG: Read, “When I Grow Up” f or enjoyment. On second

reading, identif y message. (Reader response: Personal/ Critical thinking) Read a third time and listen f or rhyme scheme to identif y pattern of rhyme (couplets).

3. AFTER: Discuss how rhyme pattern adds to the enjoyment of text and distinguishes the writing f orm. Consider how rhyme links to memory. Think of nursery rhymes you can say off by heart. I dentif y other f eatures of poetry (expresses strong f eelings/ emotions; figurative language; concise, takes grammatical liberties to reflect message, can be humorous, etc.)

4. AFTER: Experiment with rhyming words. 5. AFTER: Brainstorm some of the challenges of growing up. What

changes and challenges are you f acing? What are some of the pros and cons of getting older? What are some of the challenges you will f ace in the f uture? Experiment with rhyming couplets, to express some of the issues that come with growing up. Develop these ideas into a poem. Self reflect on poetry writing. (see attachment)

Other Poetry/ Song Selections

“Yesterday” (Cornerstone) “Moths and Moons” (Collections: Looking for Answers)

“I Want to Be” (Collections: Looking f or Answers) “Sunrise, Sunset” (Fiddler on the Roof )

“Cats in the Cradle” (Harry Chapin) “I Will Take Care of You” (Amy Skye)

“Butterfly Kisses” (Bob Carlisle)

Division of Whole Numbers Planning Log

Day 1 2 3 4 5 Hook/ Essential Questions

Question: What do we know about Division?

Question: Is it possible to use multiplication to solve a division problem?

Using Multiplication chart play “Mind Reader”

Question: Why does multiplying by 0 produce 0 and dividing by 0 is not possible?

Question: Is it possible to show a division fact as an array?

Learning Focus

Pre-assessment: Group 1: Pencil and Paper Group 2: Performance Assessment

Unit Launch: Activate prior learning about whole numbers to solve problems.

Patterns In Multiplication and Division

Patterns In Multiplication and Division

Using doubling to multiply and halving to divide.

Materials/ Resources

Base ten Blocks Anecdotal record sheet Pre-assessment activity sheet. Graffiti board

Pearson Unit 3: Multiplying and Dividing Whole Numbers. Unit Launch pgs. 70-71)

Lesson 1 in Pearson Unit 3: Multiplying and Dividing Whole Numbers. Lesson 1 (pgs. 72-73) Overhead and handouts of multiplication chart

Lesson 1 in Pearson Unit 3: Multiplying and Dividing Whole Numbers. Lesson 1 (pgs. 74-75) Base Ten Blocks

Lesson 2 in Pearson Unit 3: Multiplying and Dividing Whole Numbers. Lesson 2 (pgs. 76-77) 1cm grid paper Scissors counters

Activities

Students will be divided into two groups and will complete paper and pencil assessment and performance task assessment. When finished paper and pencil assessment students will contribute to the graffiti board.

In pairs, students will solve a multi-tiered problem requiring students to use a number of operations as well as previously learned estimation strategies.

See Lesson 1 to introduce two strategies on how to multiply and divide

Using chalkboards students will practice strategies introduced. Individual assignment: Any 4 practice questions on pgs. 74 and 75.

Students will use arrays of counters to demonstrate understanding of the relationship of multiplication to division. Students will practice halving strategies to find quotients. Small group practice

Assessment:

Pre-assessment: paper and pencil and performance task

Checklist: Can students choose the appropriate operation to solve a problems with whole numbers.

Exit Card: How does multiplication connect to division?

Math Journal: Students reflect on what strategies work for them. Class room work Temperature of class.

Self Assessment Checklist 3-2-1

LEARNING PLAN

Day 1 – Introduce students to the concept of space

- Big Idea – Why should I care about Space? - Brainstorm reason? - Highlight daily life implications that space has on students. - Introduce unit rubric - Introduce power point construction and requirements

Day 2 -3 Technical Support

- How to create PowerPoint - How to independently use a variety of print and digital resources - How to use information and demonstrate deep understanding - Show teacher created power point, moodle page, image locations

Day 4 - 7 (Sun, Moon, Inner Planet, Outer Planet, Constellation, Meteor and Asteroid)

- What components make up the solar system? - For each day learning is inquiry based. As a class we brainstorm questions that we may want

answered about the (sun, inner planets, outer planets, constellations, meteors and asteroids) - Efficacy – Are students able to create questions related to astronomical phenomena? - 20 minutes class time to inquire and show understandings of the parts of this particular part of

the solar system. - 20 minutes class time to take knowledge gained to create an “excursion” or “activity” to show

what MAY occur in future space travel.

Day 8– 12 Storyboard charts – Using information to create a hyperlink power point

- What do I do with my information? - How do I organize it on paper before I create my links? - What parts need to show links to one another? - How do we create an itinerary?

FORMATIVE ASSESSMENT

AND FEEDBACK

LINKING SUMMATIVE TO FORMATIVE AND FEEDBACK Find your France partner and

consider: How does determining the criteria assist in developing formative assessments and in giving students feedback?

What makes feedback most and least effective?

CONSIDER…

Timely and specific feedback is the greatest contributing factor to growth in learning and skills.

FEEDBACK… Comes before, during, as well as after the learning Is easily understood and relates directly to the learning Is specific, so performance can improve – not simply

“do more” or “do better” Is not simply “making corrections” which is an

ineffective practice Involves choice on the part of the learner as to the

type of feedback and how to receive it Is part of an ongoing conversation about the learning

(timely) Is in comparison to models, exemplars, samples, or

descriptions Originates from both teachers and learners Is about the characteristics of learning and not about

characteristics of the student

FEEDBACK IDEAS Traffic lights/ coloured cards (red,

yellow, green, orange and blue) Dart boards (bulls eye, getting there,

working on it, needs improvement) Highlighter (Pink – Tickled pink, Yellow –

Goal area) Error analysis – 3 wrongs and a right Conversations, journal entries, rubrics,

emails, peer feedback sessions

GROUP WORK Use only individual achievement evidence;

don’t include group scores in grades. Group work or Cooperative Learning is a

learning strategy but not an assessment strategy.

Demonstration of outcomes and the corresponding reporting should be based on individual achievement.

Accountability – students can be held accountable for work done as a group…their individual demonstrations will depend on the information and skills they will have attained as a group.

MISCONCEPTION ALERT! Student self-assessment is not

synonymous with students assigning themselves grades. Student self-assessment is an assessment for learning strategy, in which students identify their own strengths and areas for improvement. Grading for reporting purposes is an assessment of learning activity, and is the responsibility of the teacher.

PERSONAL AND SOCIAL

DEVELOPMENT RUBRIC

PERSONAL AND SOCIAL DEVELOPMENT RUBRIC With your France partner,

consider:How does this rubric impact your learning experiences?

How will you assess students in an authentic way?

What does each of the criteria mean in each of your subject areas?

REPORTINGSo how do I report?

ALIGNMENT AND CONNECTION

New curricula UbD Criteria and rubrics Students Achieve New report card

SUMMATIVE ASSESSMENT Paradigm shift away from recording

assignments and tests to recording knowledge and skills as outlined in outcomes.

Remember, we are now instructing according to outcomes within goal areas.

Always ask…Am I measuring something I’ve measured before and what does this tell me now?

If we haven’t provided time to learn it, we don’t summatively assess it!

SEEK ONLY EVIDENCE THAT MORE WORK HAS RESULTED IN A HIGHER LEVEL OF ACHIEVEMENT

This means measuring learning and not measuring work.

In other words, more work does not always mean more learning.

In order for students to increase their summative “marks”, they must demonstrate their understanding in new ways…not just fix old mistakes.

OUTCOME ANALYSIS FOR HEALTH

Student Name

Assignments USC 7.1 USC 7.2 USC 7.3 USC 7.4 USC 7.5 USC 7.6 USC 7.7 DM 7.8 DM 7.9 AP 7.10

Example 1 EX ME WA

Example 2 ME ME ME

Example 3 EX ME ME

Example 4 ME ME WA

Example 5 EX ME ME

Example 6 EX ME ME

Outcome Outcome result EX EX ME ME ME ME

USC DM AP

Focus Area Focus Area Result EX ME ME

SUBJECT FOCUS AREAS

REPORTING PROGRESS TO FAMILIES Find your Hawaii partner. Consider:

What are the ways we can help parents come to understand changes in assessment practices?

What aspects of assessment today is challenging for parents and family members? (10 minutes)

REPORTING – THE FAMILY CONNECTION

Parents want to know:What their children will be learningHow you will determine whether they have

succeededWhat support will be available for their

children if they struggle When you share assessments with

parents, frame it in these contexts!

APPLICATION TIME

Use remaining time to examine rubrics, unpacked outcomes and continue to develop Learning Plans, formative assessment events and summative assessment events.

CLARIFYING AND

CELEBRATING

With your Argentina partner, consider the Parking Lot again.

How would you add to your responses from before lunch?

CLARIFYING AND CELEBRATING

Parking lotBurning questionsSharing our work – here and now and later on…

FINAL “GO ROUND” I now have a deeper understanding of…

I am pleased that I… From here, I can…

THANK YOU AND SAFE TRAVELS!!