CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment

1. CUR 509 Monitoring and Aligning Curriculum, Instruction, and Assessment McDaniel College Wednesday ‑ 4:30 p.m. to 9:00 p.m. Spring Semester March 7- May 2, 2012 Instructor-Cindy Fitzpatrick

2. It’s not always all about curriculum, assessment and instruction!

3. Let’s review…Work with your group to complete the Frame for Chapters 1 and 2. Keys to Quality Assessment Balanced Assessment System Annual/External Interim/Benchmark Classroom • Start with a clear purpose • Achievement targets are clear and appropriate • Assessments need to be accurate • Communicate results effectively

4. Connect Your Own Experience to the Keys of Quality Assessment Complete this activity in a small group to understand the impact on students of sound and unsound assessment practices. 1.Think of a time you yourself were assessed and it was a negative experience. What made it negative? 2.Now think of a time you yourself were assessed and it was a positive experience. What made it positive? 3.Which of the five keys to assessment quality were involved in your negative experience? 4.Which of the five keys to assessment quality were involved in your positive experience? 5.What impact did each experience have on you?

5. As a result of this evening you will be able to… • explain the connection between clear targets and assessment quality. • classify learning targets by type. • create student friendly versions of learning targets as needed.

6. Keys to Quality Assessment Valid Reliable

7. Keys to Assessment Quality Key 1: Clear Purpose Why assess? Who will use the results? How will they use them? Are students among intended users? Key 2: Clear Targets Assess what? Are our targets clear to us? Are our targets appropriate? Are the targets clear to students? Key 3: Key 4:

9. Statements of intended learning are known as… • Common Core State Standards • Content Standards • Benchmarks • Grade Level Indicators • Grade Level Expectations • Essential Learnings • Learning Outcomes • Lesson Objectives • Lesson Progressions • Learning Intentions

10. They all define student success and refer to the same basic thing: what we want students to know and be able to do. We will call them “learning targets.” Rick J. Stiggins is a lead researcher in this area.

11. Defining Learning Targets Our mission as teachers in standards-driven schools is to help the largest possible percentage of our students get there. To reach that goal, we must take charge of defining where “there” is.

13. It’s the act of posting objectives in student friendly language that matters. Consider this quote from assessment expert Rick Stiggins: Explaining the intended learning in student-friendly terms at the outset of a lesson is the critical first step in helping students know where they are going...Students cannot assess their own learning or set goals to work toward without a clear vision of the intended learning. When they do try to assess their own achievement without understanding the learning targets they have been working toward, their conclusions are vague and unhelpful. (Stiggins, Arter, Cahappuis & Chappius, 2004, pp. 58-59)

14. Standard vs. Learning Target *Content Standard-What we want students to know and be able to do at the end of any given time -Describes what students will learn over the course of a year. -Standards are provided by the state and derived from the National Standards. -They contain multiple Learning Targets.

15. Standard vs. Learning Target *Learning Target-Statements of what we want students to learn and be able to do successfully and independently as a result of your classroom instruction -Intended learning based on standards -In kid friendly language -Focuses on the lesson of the day -Tied to assessment

16. Based on what you just learned about Standards and Learning Targets, what is wrong with these plans? Math-March 21, 2012 Standards: The students will be able to… • Represent multiplication and division basic facts using number sentences, pictures, and drawings • Write a word problem based on multiplication or division number sentences • Collect data by conducting surveys

17. Maryland State Curriculum : Mathematics Grade 3 Standard 1.0 Knowledge of Algebra, Patterns, and Functions-Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships. TopicPatterns and Functions Indicator 1. Identify, describe, extend, and create numeric patterns and functions Objectives • Represent and analyze numeric patterns using skip counting Assessment limits: Use 2, 5, 10, or 100 starting with any whole number (0 – 1000) • Represent and analyze numeric patterns using skip counting Assessment limits: Use 3 or 4 starting with 0, 1, 2, 3, or 4 (0 - 30) • Represent and analyze numeric patterns using skip counting backward Assessment limits: Use 10 or 100 starting with any whole number (0 – 1000) d. Complete a function table using a given addition or subtraction rule

18. Maryland State Curriculum : Mathematics Grade 8 Standard 1.0 Knowledge of Algebra, Patterns, and Functions-Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships TopicPatterns and Functions Indicator 1. Identify, describe, extend, and create patterns, functions and sequences Objectives • Determine the recursive relationship of arithmetic sequences represented in words, in a table or in a graph Assessment limits: Provide the nth term no more than 10 terms beyond the last given term using common differences no more than 10 with integers (-100 to 5000) • Determine the recursive relationship of geometric sequences represented in words, in a table, or in a graph Assessment limits: Provide the nth term no more than 5 terms beyond the last given term using the recursive relationship of geometric sequences with whole numbers and a common ratio of no more than 5:1 (0 – 10,000) c. Determine whether relationships are linear or nonlinear when represented in words, in a table, symbolically, or in a graph Assessment limits: Use a graph to determine if a relationship is linear or nonlinear d. Determine whether relationships are linear or nonlinear when represented symbolically

19. Activity 1: Card Sort • Sort the cards into 3 piles: -Standards -Learning Targets -Activities/Other • Explain how standards, targets and activities are different.

20. Standards vs. Learning Targets Standards Learning target Reading: I can summarize with evidence from the reading. •Math: I can add and subtract fractions. •Science: I can draw a labeled food web showing the relationships among all of the ecosystem’s plan and animal populations. •Writing: I can write in an expository form. This means I can write a letter to the City Board and ask them to build a new skate park. •Social Studies: Today we will explain the impact of third party candidates in the United States elections. •Educational Technology: Learn how to combine information from separate sources to be able to counter an argument. This means I can look online to help find information to support my side of an issue. Math 7.1: Students add, subtract, multiply, and divide rational numbers—fractions, decimals, and integers—including both positive and negative numbers. With the inclusion of negative numbers, students can move more deeply into algebraic content that involves the full set of rational numbers. They also approach problems that deal with a wider range of contexts than before. Using generalized algebraic skills and approaches, students can approach a wide range of problems involving any type of rational number, adapting strategies for solving one problem to different problems in different settings with underlying similarities. •Science 1: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. •Writing EALR 2. The student writes in a variety of forms for different audiences and purposes. •Civics EALR 1: The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. •Communication EALR 2: The student uses communication skills and strategies to interact/work effectively with others. •Educational Technology 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results.

21. 5 Research-Based Strategies that Significantly Improve Student Learning 1.Sharing Criteria (the clear learning target) 2.Questioning 3.Feedback 4.Peer Assessment 5.Self-assessment

22. Students can hit any target that they see and that holds still for them.

23. Key 2: Clear Targets • Quality classroom assessments accurately reflect clear and appropriate achievement targets • What do I expect my students to know and be able to do? Today!! • Instructional strategies and assignments that deliver student success must be aligned with the learning targets (curriculum—instruction--assessment) • When the target is clear the assessor can choose an appropriate assessment method • Assessments that appropriately cover the material to be learned have content validity

24. *CONTENT VALIDITY: Assessments that appropriately cover the material to be learned Must be based on Clear AchievementTargets “When we have a clear sense of the desired ends, we can use the assessment methods that are most efficient for the situation.” (Stiggins)

25. Making Learning Targets Clear If you want students to understand the learning target… • Use student-friendly language • Be specific about target skills and knowledge • Clarify the desired product or performance

26. What do you know about learning targets? Rally Robin 1. Teacher provides a question/prompt. 2. Students are given think time. 3. When the teacher says go, students take turns sharing their responses with a designated partner.

27. You be the Judge –Learning Target or Not? I can identify the protagonist, theme and voice of a piece of literature. I can flip a coin 100 times to determine the probability of heads. I can watch a video about the causes of the Civil War. I can use authentic ancient Egyptian techniques to mummify a chicken. I can describe how materials change when they are heated or cooled.

28. Learning Targets for the 21st Century • Students are expected to master a number of different kinds of achievement as they work toward ultimate academic success in college and the workplace. • Our challenge as educators is to understand which of these kinds of academic achievement is relevant for our particular students at any particular point in their academic development.

29. Learning Targets for the 21st Century To build clear learning targets we need to understand that there are actually five kinds of learning targets. 1.Knowledge-facts and concepts we want students to know 2.Reasoning-use what they know, reason or solve problems 3.Performance Skills-use knowledge and reasoning to act skillfully 4.Products-use knowledge, reasoning, and skills to create a concrete product 5.Disposition-attitudes about school and learning

30. Types of Learning Targets • Use the next 10 slides to complete the Chapter 3 Frame—Types of Learning Targets. • Next class we will determine which assessment is the strongest match for each of the four types of learning targets. • We will also deconstruct some of Maryland’s Core Academic Standards.

34. Reasoning Examples • Use statistical methods to describe, analyze, evaluate, and make decisions. • Make a prediction based on evidence. • Examine data/results and propose a meaningful interpretation. • Distinguish between historical fact and opinion.

35. Reasoning/Thinking Learning Targets Includes mental processes such as: predicts infers classifies compares summarizes analyzes evaluates generalizes hypothesizes concludes

37. Performance Skill Examples • Measure mass in metric and SI units • Use simple equipment and tools to gather data • Read aloud with fluency and expression • Participates in civic discussions with the aim of solving current problems • Dribbles to keep the ball away from an opponent

39. Product Examples • • Construct a bar graph • • Develop a personal health-related fitness plan • • Construct a physical model of an object • • Write a term paper to support a thesis • Writing samples • Projects • Artistic products • Research reports • Science exhibits

40. Dispositions • Goes beyond academic achievement • Students will value, enjoy, appreciate, etc…. Examples… • value divergent scientific thinking; • enjoy speaking Spanish; • appreciate the use of history as a tool to understand the present; • value perseverance in mathematical problem solving. • evidence: students persist with their own problem solving efforts before consulting the teacher or their peers.

42. Components of a Learning Target • Concept (main idea) Noun • Skill (measurable behavior) Verb • Context (specific condition where the skill is applied)

43. With your group identify the components of a Learning Target: Concept, Skill, Context • I can write a summary of newspaper article. • I can locate fractions on a number line. • I can describe the interactions contained in the rock cycle. • I can identify cause and effect relationship in informational texts.

44. Components of a Learning Target • Timeframe : Learning targets should be developed according to what is being accomplished on that particular day. (Chunk the unit/activity into a daily learning target.) • Verb/Bloom’s Taxonomy : Match the level of Bloom’s with the learning (i.e. introducing a topic would require verbs on the knowledge/comprehension level, while showing what they know would be on the application, synthesis, analysis, evaluation level) . Do not need to write “Students will be able to….” • Content/Standard : Specifically, what will the students take away from the lesson? • Skill/Showing Verb : Specifically, what will the students be doing? • Assessment/Product : Through what means are you checking for understanding of all students on that particular day?

47. Verb/Bloom’s-Identify • Content Standard-Identify lines of symmetry • Skill/Showing Verb-place • Assessment/Product-T-chart I can identify symmetrical and non-symmetrical shapes and place them into the correct group on the T-chart.

48. Writing Learning Targets for the Parent Letter Select the standards/objectives/indicators that you are planning to teach in the unit you have selected. Re-write them using the components of a learning target.

50. On-line Assignments Find an article related to a topic from this course. (Internet, professional magazine) Briefly summarize the major points—just enough to make us want to read it Post your name, summary and the website on the wiki page entitled “Summaries.”