Decomposing Standards Rigor not Rigor mortis GACIS 2008

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Decomposing Standards: Rigor not Rigor mortis! GACIS 2008 Rebecca Johnson, Brenda Schulz and Dawn

Decomposing Standards: Rigor not Rigor mortis! GACIS 2008 Rebecca Johnson, Brenda Schulz and Dawn Souter Forsyth County Schools

Adapted from Tom Guskey Standards-Based Classrooms Formative Assessment Observations, conversations, products High Leverage Strategies!

Adapted from Tom Guskey Standards-Based Classrooms Formative Assessment Observations, conversations, products High Leverage Strategies! Provide Remediation for Those Who Have Misunderstandings Assess Student Understanding Implement Unit of Study On to the Next Unit! Complete the Unit Provide Enrichment/Further Challenge to Those Who Understand Differentiation: Context, Activity, Requirements, Assessment, Delivery Summative Assessment Observation Checklist, Project, Rubric, Product, Test

What Do Standards-Based Teachers Do? Understand the Standards Map the Curriculum Design Standards-Based Unit

What Do Standards-Based Teachers Do? Understand the Standards Map the Curriculum Design Standards-Based Unit Evaluation And Reflection Assess Student Work Implement Unit

Not All Standards are Created Equal….

Not All Standards are Created Equal….

Decompose: l. To decay; putrefy lseparate (substances) into constituent elements or parts

Decompose: l. To decay; putrefy lseparate (substances) into constituent elements or parts

Today’s Structure l Background on Decomposing Standards l Practice Decomposing Standards l Exemplars l

Today’s Structure l Background on Decomposing Standards l Practice Decomposing Standards l Exemplars l Observations/Conversations/Implications

Background on Decomposing Standards

Background on Decomposing Standards

Knowledge Standards l Recognize l Describe l Understands l Explains l Knows l Identifies

Knowledge Standards l Recognize l Describe l Understands l Explains l Knows l Identifies l Comprehends Stiggins, R. , Arter, J. , Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Skill Standards l Measures l Reads aloud l Dribbles and passes l Participates l

Skill Standards l Measures l Reads aloud l Dribbles and passes l Participates l Uses simple equipment l Demonstrates relationships l Pronounces l Collects Data Stiggins, R. , Arter, J. , Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Reasoning and Thinking Standards l l l l l Use Analyze Evaluate Make Decisions

Reasoning and Thinking Standards l l l l l Use Analyze Evaluate Make Decisions Formulates questions Make predictions Verifies Compares Contrasts l l l 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 for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Product/Performance Standards l Constructs graphs l Develops a plan l Creates a product to

Product/Performance Standards l Constructs graphs l Develops a plan l Creates a product to support a thesis l Constructs models l Creates a scripted scene l Writes simple directions l Generating a viable action plan to address the problem Stiggins, R. , Arter, J. , Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Disposition Standards l Likes mathematics Chooses to read for enjoyment Plays basketball for fun

Disposition Standards l 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 l Exhibit a passion for learning l l l l Stiggins, R. , Arter, J. , Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Practice Decomposing Standards

Practice Decomposing Standards

Decomposing the Standards Knowledge Skill Reasoning/ Thinking Relates a literary work to information about

Decomposing the Standards Knowledge Skill Reasoning/ Thinking Relates a literary work to information about its setting or historical moment. Describe the government function in taxation and providing certain goods and services. Performance Disposition Compare the advantages of sexual reproduction and asexual reproduction in different situations. Interpret tally marks, picture graphs and bar graphs

Practice l Decompose Your Standards Knowledge/Information l Skill Do not only use the VERBS

Practice l Decompose Your Standards Knowledge/Information l Skill Do not only use the VERBS l Reasoning/Thinking to decide. Sometimes, they have to do something rather basic with something really l Performance COMPLEX!! For example, students understand the l Disposition l causes of civil war. Understand is low level, but civil war is quite complex. Stiggins, R. , Arter, J. , Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Thoughts l Aha’s! l Didn’t Know! l I knew it!!! l I will do

Thoughts l Aha’s! l Didn’t Know! l I knew it!!! l I will do differently l I can help

Exemplar Posters

Exemplar Posters

Exemplar Posters l Take a look at standards already decomposed. l What do you

Exemplar Posters l Take a look at standards already decomposed. l What do you notice?

Observations, Conversations, Implications

Observations, Conversations, Implications

Talk with your Elbow Partner… l Does this activity have implications for: How we

Talk with your Elbow Partner… l Does this activity have implications for: How we teach l How we assess l How students perform l What students know and are able to do l Vertical Alignment l l Do you see this as valuable in your district?

Essential Questions for Teachers l What do you notice about the cognitive level of

Essential Questions for Teachers l What do you notice about the cognitive level of your standards? l What do you notice between grade levels of your subject area? l What do believe are the benefits to decomposing the standards like this?

Thinking Ahead Now, brainstorm ways to assess the standards. l Use sticky notes on

Thinking Ahead Now, brainstorm ways to assess the standards. l Use sticky notes on your poster to indicate assessment ideas. l Don’t work linearly unless you want to. Jump around and be really specific about how you want to assess individual standards. l A good place to begin is with Reasoning and Thinking! l

Matching Assessments with Standards Target to Be Assessed Assessment Method Selected Response Extended Written

Matching Assessments with Standards Target to Be Assessed Assessment Method Selected Response Extended Written Response Performance Assessment Personal Communication Knowledge Good match for Not a good match— assessing mastery of tapping understanding too time consuming to elements of knowledge. of relationships among cover everything. elements of knowledge. 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. 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, 4 th ed. By R. J. Stiggins (2005).

Classroom Assessment Strategies Selected Response • Multiple Choice • True-False • Matching Constructed Response

Classroom Assessment Strategies Selected Response • Multiple Choice • True-False • Matching Constructed Response Performance Assessment • Fill-in-theblank (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 Adapted from the work of Dr. Robert Marzano Observations/ Conversations • Oral questioning • Observation • Interview • Conference • Process description • Checklist • Rating scale • Journal sharing • Thinking aloud a process • Student selfassessment • Peer review

Product Observation Adapted from Anne Davies, 2005 Conversation Guilty of learning through a preponderance

Product Observation Adapted from Anne Davies, 2005 Conversation Guilty of learning through a preponderance of evidence! Wiggins and Mc. Tighe

Clear and Compelling Evidence is VITAL!

Clear and Compelling Evidence is VITAL!

Quarterly Assessment Plan Grade Level ____________ Subject Area ______________ Teacher ___________ Topic: Knowledge Skill

Quarterly Assessment Plan Grade Level ____________ Subject Area ______________ Teacher ___________ Topic: Knowledge Skill Reasoning/Thinking Performance Disposition Standards Types of Standards (Circle those that apply in this unit. ) 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

Standards Implementation Plan for Standards Implementation Grade Level ________ Course ___________ Topic: Standard/Element Standard/Element

Standards Implementation Plan for Standards Implementation Grade Level ________ Course ___________ Topic: Standard/Element Standard/Element Type of Standard How to Assess? How to Teach? Quarter ____ How to RETEACH? How to Enrich?

What Do Standards-Based Teachers Do? Understand the Standards Map the Curriculum Design Standards-Based Unit

What Do Standards-Based Teachers Do? Understand the Standards Map the Curriculum Design Standards-Based Unit Evaluation And Reflection Assess Student Work Implement Unit

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

“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 l Rebecca Johnson, Assistant Principal of Coal Mountain

Decomposing Standards: Rigor not Rigor mortis l Rebecca Johnson, Assistant Principal of Coal Mountain Elementary l l l Dr. Brenda Schulz, Director of Special Programs l l l rjohnson@forsyth. k 12. ga. us 770. 887 -7705 bschulz@forsyth. k 12. ga. us 770. 887. 2461 x 202243 Dawn Souter, Curriculum Coordinator l l dsouter@forsyth. k 12. ga. us 770. 887. 2461 x 202247