Transcript Science Leadership Support Network

Science Leadership
Support Network
February 13, 2009
Supported by PIMSER and Kentucky Department of Education
Welcome!
Help yourself to some refreshments
and enjoy some networking!
2008-09 Goals of SLSN
• Deepen understanding of a balanced
assessment system and its role in motivating
students to higher levels of achievement.
• Understand and incorporate skills and strategies
for transforming planning and practice in order to
ensure that all students understand key
concepts from the Earth and the Universe big
idea.
• Develop and act on a personal vision of
leadership for sustainable improvement in their
school or district.
Group Norms
• Stay on schedule; be on
time
• Put cell phones on silent
• Be respectful of all
comments
• Participate actively
• Exercise the rule of “two
feet”
• Come prepared for the
meeting
• It’s OK to have FUN!
Review of January
Grading and
Reporting
Deconstructing
Standards
Learning
Progressions
Competing
Priorities
Roadmap for Today
Round Table
Discussions
Deconstructing
Standards
Competing
Priorities
Conceptual
Change
Grading
and
Reporting
Competing Priorities
“Resistance to change does not reflect
opposition, nor is it merely a result of
inertia. Instead, even as they hold a
sincere commitment to change, many
people are unwittingly applying
productive energy toward a hidden
competing commitment.”
-Kegan and Lahey, 2001
Inner Conflicts, Inner Strengths
Why do the ‘best laid plans’ (goals)
often fall short of success? (or– Are we
our own worst enemy?)
•Skim the article to get the ‘gist’ of it.
•Focus attention on the table on page 68.
•Complete the following in just a few
sentences on an index card
(independently): The thing about
competing commitments is…
Before next month…
Complete a 4 column chart for yourself. (handout)
Barriers to
Change
Column 1:
Genuinely held
commitment
Column 2:
What I do that
works against
my
commitment
Column 3:
The competing
commitment
that generates
column 2
Column 4:
My big
assumption
What would you
like to see
changed at
work, so that
you could be
more effective
or so that work
would be more
satisfying?
What
commitment(s)
does your
complaint imply?
What are you
doing, or not
doing, that is
keeping your
commitment
from being
more fully
realized?
If you imagine
doing the
opposite of the
undermining
behavior
(column 2) do
you detect in
yourself any
discomfort,
worry, or fear?
What worrisome
outcome are
you committed
to preventing?
What are you
really trying to
protect yourself
from?
Ready, Set, Science!
Learning Targets
• I can categorize
misconceptions by
the type of conceptual
change they require.
• I can use
misconceptions types
to inform instructional
decisions.
Reciting interesting facts,
especially about dinosaurs….and
“knowing” a lot is helpful for playing
Trivial Pursuit…it hardly constitutes
knowing or understanding science.
Powerful Learning pg. 156
Knowing vs. Understanding
• What’s the difference between knowing
science and understanding science?
• What do our standards suggest we should
strive for through our teaching?
• Complete the comparison frame for
knowing and understanding.
• How would you explain conceptual
change?
A and B are similar because they both
________________
________________
________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
A is __________, but B is ___________.
Curricular questions to ask
yourself….
• How do I organize instruction?
• How do I use misconceptions, prior
knowledge and things that are problematic
for students?
Begin with Misconceptions
• Activate, don’t ignore prior ideas.
• Realize that students have notions about
how the world works that make sense to
them, but does not agree with scientific
explanations.
• Recognize that teaching for understanding
requires conceptual knowledge that is
organized in a schema, not unconnected
knowledge.
» Powerful Learning by Linda Darling-Hammond
Creating Conceptual Change
• Research has shown that a simple
“confront-and-replace” model of science
learning does not allow deep
understanding of science content. (Strike &
Posner, 1982)
• This only works about 5% of the time.
(Chinn & Brewer, 2001)
• Real conceptual change requires that
deeper reorganizations of knowledge
occur.
Conceptual Change
• Using the section “Types of Conceptual Change” in Ready,
Set, Science! (pp. 42-43),create a chart, diagram, or
description to help you understand the difference between
the 3 types of conceptual change.
• Working with a partner, categorize each misconception
concerning processes that shape the Earth based on the
type of conceptual change it may require.
– What criteria did you use to decide which category a misconception
might be placed?
– How will this categorization help inform instructional decisions?
– How will this improve student understanding?
• How did the teacher in the vignette use this knowledge to
address misconceptions about the properties of gases and
air pressure?
Take Home Message
• Instruction has to be adjusted when
confronted with different levels of
conceptual difficulty.
• Merely telling students the correct answer
or having them read about it will seldom, if
ever, help to develop deep conceptual
understanding.
• Conceptual change requires time—some
more than others.
Deconstructing Standards
• Learning Target:
– I can distinguish
between congruent
and correlated targets.
• Goal:
– To review and revise
deconstruction for
congruency.
• “Over the past 100 years of
educational research, data
analysis, and professional
development, a specific set of
teacher behaviors have been
identified as closely linked to
improved student
achievement.”
(Six Big Ideas…Essential Attributes of Excellent Teaching, Mike Rutherford)
These behaviors or essential attributes:
•
•
•
•
•
•
clear learning goals,
congruency,
task analysis,
diagnosis,
overt responses, and
mid-course corrections,
represent the core of teaching competence.
(Six Big Ideas…Essential Attributes of Excellent Teaching, Mike Rutherford)
Con-gru-en-cy (kən-groo’-en-se)
n. 1. Mathematics. a. coinciding
exactly when superimposed:
congruent triangles [from Latin
congrere,to meet together, agree.]
Webster’s Collegiate Dictionary, Tenth Edition
• In a learning situation, the
principle of congruency
means to achieve an exact
match or agreement between
the standards, the learning
goal, and the chosen activity.
Don’t Confuse
These Two “C” Words
• Congruent
–An exact
match
• Correlated
–Has some
relationship
Concept Attainment Quiz
“What gets taught is the strongest
single predictor of gains in
achievement,
but…
regardless of what a state policy
or a district curriculum spells out,
the classroom teacher
decides…what topics to cover.”
(Results Now!, Mike Schmoker)
Review and Revise
• Examine the deconstruction from last
month’s meeting.
• Consider the following:
– Is it complete?
– Is it congruent?
– What needs revised?
– Are misconceptions accounted for?
– Has the deconstruction stayed true to the
appropriate grade level?
Grading and Reporting
• Learning Targets:
– I can translate our
standards into
measurement topics.
– I can sort elements of
measurement topics
from simple to
complex.
Black & Wiliam (1998)
Assessment in Education, p. 61
• “As an illustration of just how big these
gains are, an effect size of .70, if it could
be achieved on a nationwide scale, would
be equivalent to raising the mathematics
attainment score of an ‘average’ country
like England, New Zealand or the United
States into the ‘top five’ after the Pacific
rim countries of Singapore, Korea, Japan
and Hong Kong” (Beaton et al, 1996)
%ile improvement increase
100
80
Increase of 34%ile
to 84%ile
60
40
Starting percentile
50th
13%ile increase
to 63%ile
Starting percentile
50th
20
0
Teacher
assessment
effectiveness
Student
Achievement
%ile improvement increase
100
80
Increase of 49%ile
to 99%ile
28%ile increase
to 78%ile
60
40
Starting percentile
50th
Starting percentile
50th
Teacher
assessment
effectiveness
Student
Achievement
20
0
John Hattie—reviewed 7,827 studies on learning and instruction.
Conclusion… “The most powerful single
innovation that enhances achievement is
feedback. The simplest prescription for
improving education must be ‘dollops’ of
feedback.”
Like most things in education, classroom assessment enhances
student achievement under certain conditions only.
• Feedback from classroom assessments should provide students
with a clear picture of
their progress on learning goals and
how they might improve
• Feedback from classroom assessment should encourage students
to improve.
• Classroom assessment should be formative in nature.
• Formative classroom assessments should be quite frequent.
Tracking My Own Learning
Student Name______________________ Date__________
Topic
____________________________________________________
____________________________________________________
My score at beginning:_______________ My goal:_________ by ______________
100%
80%
60%
40%
20%
0
a
b
c
d
e
f
g
Pretest 2/12 (48%)
a________________
e________________
Quiz 2/15 (60%)
b________________
f_________________
Quiz 2/19(60%)
c________________
g________________
d________________
h________________
h
Identify one grade level (or course) learning goal per quarter or per
semester for each of the following subject areas: mathematic, reading,
writing, science, and social studies.
Construct a rubric, or other type of common scale, for each learning
goal.
Have teachers formally and informally assess each learning goal at least
once every two weeks keeping track of each student’s score on each
learning goal. (Use of appropriate computer software is highly
recommended)
Have students keep track of their progress on each goal and use the data
as the basis for teacher/student interactions about student progress.
Periodically (at least, once per quarter) aggregate the data by grade
level. Have teachers meet to discuss student progress and how it might
be improved
• Feedback from classroom assessments should provide students with a clear picture of
their progress on learning goals and
how they might improve
Bangert-Drowns, Kulik, Kulik, & Morgan, 1991
# of studies
Characteristic of Feedback from
Classroom Assessment
Percentile
Gain/Loss
6
Right/wrong
-3
39
Provide correct answers
8.5
30
Criteria understood by
student vs. not understood
16
9
Explain
20
4
Student reassessed until
correct
20
• Feedback from classroom assessments should provide students with a clear
picture of
their progress on learning goals and
how they might improve
Fuchs & Fuchs 1988
# of studies
49
89
49
Characteristic of Feedback
from Classroom Assessment
Evaluation by rule
Displayingway
results
[uniform
of
graphically
interpreting
results
Evaluation
by rule
of classroom
[uniform wayusing
of
assessments
interpreting results of
a tight logic)
classroom assessments
using a tight logic)
Percentile
Gain/Loss
32
26
32
A. Items 1-10
Ten items that require recall of
important but simpler content
that was explicitly taught
Total for section=
B. Items 11-14
Four items that ask for
application of complex content
that was explicitly taught AND in
situations similar to what was
taught.
Total for section=
C. Item 15-16
Two items that asks for
application in novel situations
that go beyond what was
explicitly taught
Total for section=
Total
/100
A. Items 1-10
Ten items that require recall of
important but simpler content
that was explicitly taught
Total for section=
All correct
/
+
B. Items 11-14
Four items that ask for
application of complex content
that was explicitly taught AND in
situations similar to what was
taught.
Total for section=
Two correct
/
+
C. Item 15-16
Two items that asks for
application in novel situations
that go beyond what was
explicitly taught
Total for section=
None correct
/
Total
/100
A generic template for
rubric design
4
3
2
1
0
The student’s responses
demonstrate no major errors
or omissions regarding any
of the information and/or
processes (THAT WERE
EXPLICITLY TAUGHT)
4
3
The student’s responses demonstrate no
major errors or omissions regarding any of
the information and/or processes
2
The student’s responses
indicate major errors or
omissions regarding the
more complex ideas and
processes; however they do
not indicate major errors or
omissions relative to the
simpler details and
processes
1
0
4
3
The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2
The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1
The student provides
responses that indicate a
distinct lack of
understanding of the
knowledge. However, with
help, the student
demonstrates partial
understanding of some of
the knowledge.
0
4
3
The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2
The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1
The student provides responses that indicate a distinct
lack of understanding of the knowledge. However, with
help, the student demonstrates partial understanding of
some of the knowledge.
0
The student provides little or
no response. Even with help
the student does not exhibit
a partial understanding of
the knowledge.
4
In addition to exhibiting level
3 performance, the student’s
responses demonstrate indepth inferences and
applications that go beyond
what was taught in class
3
The student’s responses demonstrate no major errors or
omissions regarding any of the information and/or
processes
2
The student’s responses indicate major errors or
omissions regarding the more complex ideas and
processes; however they do not indicate major errors or
omissions relative to the simpler details and processes
1
The student provides responses that indicate a distinct
lack of understanding of the knowledge. However, with
help, the student demonstrates partial understanding of
some of the knowledge.
0
The student provides little or no response. Even with help
the student does not exhibit a partial understanding of the
knowledge.
Scale
4
In addition to exhibiting level 3 performance, in-depth inferences and applications
that go BEYOND what was taught in class.
3
No major errors or omissions regarding any of the information and/or processes
(SIMPLE OR COMPLEX) that were explicitly taught
2
No major errors or omissions regarding the SIMPLER details and processes BUT
major errors or omissions regarding the more complex ideas and processes
1
With HELP, a partial knowledge of some of the simpler and complex details and
processes
0
Even with help, no understanding or skill demonstrated.
Three Types of Items
• Level 2 items: Simpler details and processes
that have been explicitly taught.
• Level 3 items: Complex ideas and processes
that have been explicitly taught.
• Level 4 items: Inferences and applications that
go beyond what was taught
Patterns of Responses
• Student answers L2 items correctly but not
L3 and L4 items.
• Student answers L2 and L3 items correctly
but not L4
• Student misses all items, but with help can
answer some correctly
• Students misses all items even when
helped
Patterns of Responses
• Student answers L2 items correctly but not
L3 and L4 items. (2.0)
• Student answers L2 and L3 items correctly
but not L4 (3.0)
• Student misses all items, but with help can
answer some correctly (1.0)
• Students misses all items even when
helped (0.0)
The complete scale allows for
half-point scores
(3.5, 2.5, 1.5, .5)
Scale
4
In addition to exhibiting level 3 performance, in-depth inferences and applications
that go BEYOND what was taught in class.
3
No major errors or omissions regarding any of the information and/or processes
(SIMPLE OR COMPLEX) that were explicitly taught
2
No major errors or omissions regarding the SIMPLER details and processes BUT
major errors or omissions regarding the more complex ideas and processes
1
With HELP, a partial knowledge of some of the simpler and complex details and
processes
0
Even with help, no understanding or skill demonstrated.
Scale
4
In addition to exhibiting level 3 performance, in-depth inferences and applications
that go beyond what was taught in class.
3.5 In addition to exhibiting level 3 performance, partial success at in-depth
inferences and applications that go beyond what was taught in class.
3
No major errors or omissions regarding any of the information and/or processes
(SIMPLE OR COMPLEX) that were explicitly taught
2.5 No major errors or omissions regarding any of the simpler information
and/or processes and partial knowledge of the more complex information and
processes.
2
No major errors or omissions regarding the simpler details and processes BUT
major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the simpler details and processes, but major errors or
omissions regarding the more complex ideas and processes.
1
With help, a partial knowledge of some of the simpler and complex details and
processes.
.5 With help, a partial knowledge of some of the simpler details and processes
but not of the more complex ideas and processes.
0
Even with help, no understanding or skill demonstrated.
A. Items 1-10 Level 2.0
Ten items that require recall of
important but simpler content
that was explicitly taught
All correct
+
Two correct
+
B. Items 11-14 Level 3.0
Four items that ask for
application of complex content
that was explicitly taught AND in
situations similar to what was
taught.
C. Item 15-16 Level 4.0
Two items that asks for
application in novel situations
that go beyond what was
explicitly taught
None correct
Rubric Score:
A. Items 1-10 Level 2.0
Ten items that require recall of
important but simpler content
that was explicitly taught
All correct
+
Two correct
+
B. Items 11-14 Level 3.0
Four items that ask for
application of complex content
that was explicitly taught AND in
situations similar to what was
taught.
C. Item 15-16 Level 4.0
Two items that asks for
application in novel situations
that go beyond what was
explicitly taught
None correct
Rubric Score:2.5
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
3. Identify the elements for each grade level and/or
course for each measurement topic.
4. Using a scale format, create rubrics for each
grade level and/or course for each measurement
topic.
5. Use formative assessment as a means to collect
evidence on student learning and to inform
instructional practices.
Reporting Students’ Progress
CONTENT STANDARD
TOPIC
TOPIC
•
Benchmark
•
Benchmark
•
Benchmark
•
Benchmark
Too broad for
feedback
TOPIC
Too many, not
feasible
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
SPAN OF TOPICS
TOPIC TOPIC TOPIC TOPIC TOPIC TOPIC
HS
8
7
6
5
4
3
2
1
K
All measurement topics may not span all grade levels
Science
Earth and
Space
Sciences
Atmospheric Processes and the Water Cycle
Composition and Structure of the Earth
Composition and Structure of the Universe and the
Earth’s place in It
Life
Sciences
Principles of Heredity and Related Concepts
Structure and Function of Cells and Organisms
Relationships Among Organisms and Their
Physical Environment
Biological Evolution and Diversity of Life
Physical
Sciences
Structure and Properties of Matter
Sources and Properties of Energy
Forces and Motion
Nature of
Science
Nature of Scientific Inquiry
Scientific Enterprise
Consider…………
Is the topic broad enough to span several grade
levels or is it limited to just one grade level? To what
extent do you want to track this topic across grade
levels over time? If the topic is too narrow, you will
have difficulty creating a scope and sequence for the
topic. Is that okay? If not, you may want to identify a
topic that is more general.
When you look across the topics for the subject area,
have you been able to limit the number of topics to
approximately 15? If not, you will need to determine
if identifying more topics is moving you away from
articulating a guaranteed and viable curriculum.
Reporting Students’ Progress
CONTENT STANDARD
TOPIC
TOPIC
TOPIC
LIFE SKILLS
TOPIC
TOPIC
Measurement topics need to include life
skills (e.g., participation, work completion,
behavior, working in groups).
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
3. Identify the elements for each grade level and/or
course for each measurement topic.
CONTENT STANDARD
TOPIC
8
elements
7
elements
6
elements
5
elements
4
elements
3
elements
2
elements
1
elements
K
elements
• Elements are identified through
the process of unpacking the
benchmarks for that standard.
• The elements delineate what
teachers are to address for that
topic from one grade
level/course to another.
• Elements increase in level of
complexity. The higher the
grade level, the more complex
the elements for that topic.
CONTENT STANDARD
TOPIC
TOPIC
8 elements
8 elements
TOPIC
7 elements
7 elements
HS
elements
Course
6 elements
6 elements
5 elements
5 elements
HS
elements
Course
4 elements
4 elements
3 elements
HS
elements
Course
High School Course
TOPIC
TOPIC
elements
elements
elements
elements
2 elements
elements
1 elements
elements
K elements
CONTENT STANDARD
TOPIC
8
7
6
elements
elements
elements
5
4
3
2
elements
elements
elements
elements
1
K
elements
elements
• Elements within each topic
must covary. That is, they
must be related to each
other and that as ability in
one increases, ability in the
other also increases.
• Covariance is partly a
function of instruction.
• Elements create a scope
and sequence or
progression from one grade
level/course to another.
CONTENT STANDARD
TOPIC
8
elements
7 elements
6
elements
5
elements
4
elements
3
elements
2
elements
1
elements
K
elements
Complex elements
Simple elements
CONTENT STANDARD
TOPIC
8
elements
7 elements
6
elements
5
elements
4
elements
3
elements
2
elements
1
elements
K
elements
• complex element
• complex element
• complex element
• complex element
• simple element
• simple element
• simple element
• simple element
Try to keep the number of
elements for each grade
level/course to four or less.
Consider…………
Can you limit this topic to only 3-4 elements at each
grade level/course for the simple and 3-4 elements
for the complex. If you cannot, the topic may be too
broad and you may need to create another (or
several) smaller topics. An exception to this might be
at the primary grade levels.
The simple elements should be directly related to the
complex elements. That is, these elements should
represent knowledge that students will need to be
proficient in the complex elements.
Consider…………
You may have the simple content identified as the
complex and need to rethink this or you may need to
consider whether the simple elements needs to be
the declarative knowledge related to the skill they will
be using that is more complex.
How do you decide what is simple and
what is complex? What guidelines would
you use?
Blooms Taxonomy
Evaluation
Synthesis
Student must present and defend opinions and
make judgments about the value of material and
methods
Deals with putting together parts to form a new
whole
Analysis
Student examines and breaks information down
into parts and then uses these parts to interpret
and understand its meaning
Application
Student uses an abstract idea, theory, or
principal in a new, concrete situation to solve a
problem
Comprehension Requires students to demonstrate an
understanding of information
Knowledge
Student recalls simple knowledge of dates,
events, places, facts, terms, basic concepts, or
answers
Systems of Thought
Level 2: Comprehension (Cognitive)
Level 1: Retrieval (Cognitive)
Levels of Processing
Domains of Knowledge
Level 3: Analysis (Cognitive)
Mental Processes
Level 4: Knowledge Utilization (Cognitive)
Information
Level 5: Metacognitive System
Psychomotor Procedures
Level 6: Self-System
New Taxonomy
6
Self-System
5
Metacognitive
4
Knowledge
Utilization
3
2
1
Addresses attitudes, beliefs, and
behaviors that control motivation
Involves setting and monitoring goals
Involves using knowledge to accomplish
a specific task
Involves reasoned extensions of
knowledge that require students to make
Analysis
inferences beyond what was directly
taught
Comprehension Involves identifying and symbolizing the
critical features of knowledge
Involves the recognition, recall, and
execution of basic information and
Retrieval
procedures
Information
Concepts
Mental
Processes
Psychomotor
Procedures
Macro-processes
Organizing Ideas
Overall body
equilibrium
Generalization
Principle
Speed of limb
movement
Details
Episode
Manual dexterity
Cause/Effect
Time Sequence
Facts
Skills
Tactics
Algorithms
Vocabulary Terms
and Phrases
Single Rule
Domains of Knowledge
• Declarative knowledge • Organizing Ideas
Information • Hierarchical structure • Details
• Vocabulary
• Procedural knowledge • Macro-processes
(controlled execution)
Mental
• Contains information
• Tactics
Processes
or declarative
knowledge
• Algorithms
• Hierarchical structure • Single rule
• Composed of physical • Overall body
equilibrium
Psychomotor procedures
• Speed of limb
Procedures • Generally developed
without formal
movement
instruction
• Manual dexterity
Considerations for A Scale
Format for Measurement Topics
• Score 3.0 elements all begin with the
stem, “while engaged in grade appropriate
tasks, the student demonstrates an
TOPIC
understanding of _____
_ by …”
• Score 3.0 elements will most likely be the
reasoning and skill targets that have been
identified during deconstruction.
Considerations for A Scale
Format for Measurement Topics
• Score 2.0 elements are derived from the
score 3.0 elements and will most likely be
our knowledge targets identified during
deconstruction.
– Basic terminology associated with score 3.0
elements
– Basic or simple solutions for complex
processes
Considerations for A Scale
Format for Measurement Topics
• Score 4.0 elements address inferences and
applications that go beyond what was explicitly
taught.
• Marzano suggests the following cognitive
processes can be used to design score 4.0
items and tasks:
–
–
–
–
–
Comparing
Classifying
Creating metaphors
Creating analogies
Analyzing errors
Considerations for A Scale
Format for Measurement Topics
• No specifics have to be provided for in the
scale for score values of 1.0 and 0.0,
because they do not address new content.
• These score values (1.0 and 0.0) signify
the extent to which students can
demonstrate, with help, knowledge of
content at score values 3.0 and 4.0.
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
3. Identify the elements for each grade level and/or
course for each measurement topic.
4. Using a scale format, create rubrics for each
grade level and/or course for each measurement
topic.
CONTENT STANDARD
TOPIC
8 essential elements
7 essential elements
6 essential elements
5 essential elements
4 essential elements
3 essential elements
2 essential elements
1 essential elements
K essential elements
• complex
element
• complex
element
• complex
element
• complex
element
• simple
element
• simple
element
• simple
element
• simple
element
Scale for Scoring
Assessments
4.0
3.0
2.0
1.0
0.0
Scale for Scoring Assessments
4.0
3.0
In addition to Score 3.0 performance, in-depth
inferences and applications that go beyond what was
taught.
No major errors or omissions regarding any of the
information and/or processes (simple or complex)
that were explicitly taught.
2.0
No major errors or omissions regarding the simpler
details and processes but major errors or omissions
regarding the more complex ideas and processes.
1.0
With help, a partial understanding of some of the
simpler details and processes but not the more
complex ideas and processes.
0.0
Even with help, no understanding or skill
demonstrated.
4.0
In addition to Score 3.0 performance, in-depth inferences and application
that go beyond what was taught.
3.5 In addition to 3.0 performance, partial success at inferences and
applications that go beyond what was taught.
3.0
No major errors or omissions regarding any of the information and/or
processes (simple and complex) that were explicitly taught.
2.5 No major errors or omissions regarding the simpler details and processes
and partial knowledge of the more complex ideas and processes.
2.0
No major errors or omissions regarding the simpler details and processes
but major errors and omissions regarding the more complex ideas and
processes.
1.5 Partial knowledge of the simpler details and processes but major errors
and omissions regarding the more complex ideas and processes.
1.0
With help, a partial understanding of some of the simpler details and
processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of some of the simpler details and
processes but not the more complex ideas and processes.
0.0
Even with help, no understanding or skill demonstrated.
1. Unpack the standards and benchmarks.
2. Identify measurement topics.
3. Identify the elements for each grade level and/or
course for each measurement topic.
4. Using a scale format, create rubrics for each
grade level and/or course for each measurement
topic.
5. Use formative assessment as a means to collect
evidence on student learning and to inform
instructional practices.
Standard
Topics
Assignments
and
Assessments
Ecosystems
1
2
3
Adaptation
4
6
7
8
Scientific
Inquiry
9
10
11
12
5
3.5
3.5
3.5
3.5
Jamal
1.5
3.0
3.5
3.5
2.5
2.5
3.0
3.0
2.0
2.0 2.0
3.5
2.0
2.5
3.0
Ashli
13
Oct.
1
Oct
8
Oct
27
Students
Ben
Life Skill
2.5
2.0
2.5
3.0
3.5
1.5
2.0 2.5
3.0
3.0
3.5
3.5
3.5
1.0
1.5
2.0
2.0
2.0
2.0 2.5
2.0
3.0
2.0
2.0
1.0
2.0
2.0
2.0
3.0
3.0
4.0
4.0
Consider…………
Can you construct an assessment that will ask
students to demonstrate their proficiency in levels 24? If not, you may need to revise your rubric or your
topic or your elements.
Do the assessment items for levels 3 and 4 ask
students to apply knowledge rather than just identify
simple declarative and/or procedural knowledge?
Summary
• Topics should not be too specific or too general.
• There should not be more than 15-20 topics per content
area.
• Topics should support the articulation of a guaranteed
and viable curriculum.
• Topics typically span several grade levels or courses.
• Topics are defined by “elements” which create a scope
and sequence for the topic showing what should be
taught from one grade level or course to another.
Summary
• Topics should have no more than four elements for the
simple level and no more than four elements for the
complex level of the rubric. Elements should co-vary.
• Topics may be addressed several times throughout the
year.
• Topics with elements can be translated into a rubric for
scoring and reporting student achievement. The
elements are reflected in the level 2 and level 3 or the
rubric.
• Topics should provide a framework for developing and
reporting out students’ progress using formative
assessments.
Developing Essential Elements for
Processes That Shaped the Earth’s Surface
• Working with your grade band/level group, use
your deconstruction of the targeted standards to
determine score 3.0 elements and score 2.0
elements.
• Use the sample on pages 184-187 in Making
Standards Useful as a model.
• Draft a scoring scale for your grade band/level
for the measurement topic processes that
shaped the Earth’s surface.
• Examine the assessment items you drafted as
your post-reading assignment from CAAGTW.
Will they work as part of an assessment for the
scale scores 4.0, 3.0 and 2.0?
Grading and Reporting Debrief
• Individually, list
advantages and
disadvantages to
organizing the standards
into measurement topics,
and then developing
scoring scales for each.
• Share with a partner.
• Write any questions you
might have for discussion
next month on an index
card.
D
Round Table Discussions
It’s time to find out how a few of your colleagues are implementing
some of the grading and reporting strategies we are studying in SLSN.
• Look over the schedule you were
assigned and seek any needed
clarifications before we begin.
• Please follow the schedule you
were assigned in the order
indicated on your schedule.
• Although there is not enough time
to attend all stations, you will have
the opportunity to share information
with each other later.
Round Table Discussions
• When the music begins, move to
the station you were assigned for
the first round.
• Each time the music begins it is
time to change rounds and move to
the next station you were assigned.
• Please remember to write what you
feel is an important thing to
remember about the session on
the back of a valentine and leave it
with the facilitator before you move
to the next session.
Give One-Get Some
• You will need the handout titled
“Important Things to Remember.”
• When the music begins again you will have 5
minutes to visit stations you were not
assigned, view the “Important Things to
Remember” found on the Valentine’s Cards,
and record them on your handout.
For Next Time
• Our next meeting will
be March 13th.
• For Homework: read
chapters 7 and 8 in
Active Learning
Through Formative
Assessment and
complete the reading
guide.