Chapter 3 Basic Assessment Strategy Categories of Learning

Objectives The learner will be able to: • List the stages of Bloom’s taxonomy of levels of understanding • List the stages or categories of other frameworks for classifying understanding • Create high quality instructional objectives that are linked to high quality classroom assessment • Describe the Common Core standards which most states have adopted • Apply the steps of backward design which creates a logical chain of objectives to assessment to instruction Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Modern Classroom Assessment Modern classroom assessment is driven by instructional objectives which can be categorized. Bloom's Taxonomy includes six different cognitive stages in learning. The categories were designed to guide teachers when they develop instructional objectives. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Bloom’s Taxonomy Knowledge - simple recall of information, memorization of words, facts, and concepts Comprehension - knowing what is being communicated Application - using generalized knowledge to solve a problem not seen before Analysis - breaking an idea or communication into parts so that the relationship among the parts is made clear Synthesis - putting pieces together to constitute a pattern or idea not clearly seen before Evaluation - using some standard of appraisal; making judgments about the value of ideas, materials, or methods in an area Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

The Modern Version of Bloom's Taxonomy: Remembering - retrieving relevant knowledge from long-term memory; recognizing and recalling information Understanding - constructing meaning through interpretation, classification, and summarization; explaining, comparing, or contrasting Applying - carrying out a procedure; implementing Analyzing - breaking ideas or content into parts and pieces; indicating how the parts relate to one another or to an overall structure Evaluating - making judgments; producing critiques or investigating the value of content or ideas Creating - putting elements together to form a meaningful whole; planning or organizing pieces into a new pattern or product Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Instructional Objectives vs. Goals Instructional objectives - hoped for outcomes for students expressed in observable, measureable ways Goals - broad, abstract outcomes Objectives - narrow, more concrete outcomes Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Characteristics of Good Instructional Objectives: A behavioral action must occur. An observable outcome or product is identified. The criterion for success is identified. The conditions under which the behavior must be performed is often described. They are not open to interpretation; avoid abstract words. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Objectives, Assessment Formats and Bloom's Taxonomy The most common levels of learning for each approach are below: Traditional paper-and-pencil assessment - low levels of understanding and remembering Performance-based assessment - higher levels of Bloom's such as creating, evaluating, analyzing, and applying Formative assessment - any level of Bloom's; most any format can be used Authentic assessment - tends to value higher levels of knowing such as application an above Universally designed assessment - apply to any assessment formats Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Three Ways Modern Classroom Objectives are Different From the Past Teachers have moved a bit from mainly expecting memorization and recitation; they expect more complex and higher level outcomes They are broadly pre-determined by school, district or state policy. Individual classrooms are expected to have instructional goals which are aligned or are consistent with those goals. Teachers typically have the freedom and obligation to specify instructional objectives that are relevant to the teacher-chosen activities and learning strategies. The kinds of learning that modern classroom objectives often are not easily derived from traditional Bloom or Bloom-type classification systems. Contemporary types of objectives include: leadership, interpersonal skills, communication, ethics, learning how to learn, tolerance and character Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Taxonomy of Significant Learning: Foundational knowledge - understanding and remembering Application - skills Integration - connecting new knowledge and skills to what came before Human dimension - knowing yourself and others Caring - developing feelings, values and attitudes Learning how to learn - teaching students to be self-directed Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Common Core Standards Standardized set of principles, goals and objectives developed in collaboration with teachers, administrators, and educational researchers to provide a single broad framework for critical skills and areas of knowledge that students need for success in future education and in the real world Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Backward Design A common, "old-fashioned" approach to designing instruction and assessment may not even include assessment, assumes that engaging in activities will result in learning, assessment is decided at the end and the objectives are derived from the instructional activity Backward design philosophy changes the order in this sequence. Objectives are determined first, ways of validly and reliably assessing those objectives are then designed; there is a focus on making the outcomes observable in concrete ways; the activity is chosen last, not first Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Strengths of Backward Design: More meaningful objectives Assessment is closely tied to the objectives in ways which will likely result in assessment with greater validity and reliability Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Backward Design Backward design requires identification of what should be taught. One way to decide on priorities is to categorize everything which seems to be relevant to a topic, and everything that might be a reasonable objective into one of three nested groupings. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Backward Design Largest group - everything that seems relevant; the bits of knowledge, concepts and skills which are at least worth being familiar with A somewhat smaller group - only that knowledge which is important to know an do; what is most essential in a unit Smallest group - the category of enduring value; the big ideas and underlying concepts which allow for understanding everything else and can transfer to future learning and the real world Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Things to Think About Picking one of the common taxonomies, identify a few instructional objectives for a unit you will commonly teach 2. How does your state use the Common Core standards? Or do they? 3. How well do teachers cover those aspects of a topic that have “enduring value”? 4. What are some examples of instructional activities or assessments that you have experienced which seem unrelated to instructional objectives? 1. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.

Key Points • • • Bloom’s taxonomy, both the original version and more recent versions, classifies understanding as moving from relatively low levels of memorized knowledge to higher levels of deep understanding that involve evaluative and creative skills. While Bloom’s taxonomy is still front and center in the modern classroom, these days instructional objectives are more commonly determined by states and districts and less commonly chosen entirely by teachers. Good instructional objectives describe an expected observable outcome for students and the method of assessment that will be used. The Common Core is a set of principles, goals and objectives to provide a single broad framework for critical skills and areas of knowledge that students need for success. Backward design starts with identification of an important outcome, followed by choices about how to make that outcome visible, and ends with instructional strategies. Frey, Modern Classroom Assessment © 2014 SAGE Publications, Inc.