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Working on the Work

Still. Working on the Work. Birdville ISD Professional Development Day February 5, 2003 Please sit with your group from January 6. Pop Quiz!. Use pencil or pen No notes No talking You have three minutes. Test analysis. What emotions did you experience?

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Working on the Work

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  1. Still Workingon theWork Birdville ISD Professional Development Day February 5, 2003 Please sit with your group from January 6

  2. Pop Quiz! • Use pencil or pen • No notes • No talking • You have three minutes

  3. Test analysis • What emotions did you experience? • When might you use this type of assessment? • Which cognitive levels did the questions address?

  4. Create Evaluate Analyze Apply Understand Remember Question 1 According to Anderson and Krathwohl, the highest cognitive level is • remember • evaluate • create • synthesis

  5. Create Evaluate Analyze Apply Understand Remember Question 2 The first step in the Lesson Design Framework is to • identify key TEKS • write clear learning objectives • analyze TEKS for cognitive levels • select or create learning activities

  6. Create Evaluate Analyze Apply Understand Remember Question 3 Learning objectives could be all of the following except • equal • cognitive • behavioral • affective

  7. Where we’ve been • Taught, written, tested curriculum • Cognitive levels • Lesson design framework • Objectives • Activities

  8. WOW myth busters • Select a “top 10” myth • Discuss why you think this is a myth • Share with the larger group

  9. Where we’re going • Finish the foundation • Assessment • Build upon the foundation • Lesson bank • Future professional development

  10. assessment objectives activities taught written tested tested Building the foundation evaluate create COGNITIVE LEVELS analyze apply remember understand

  11. Today’s objectives • Analyze and evaluate a lesson you have designed • Understand assessment terms • Create aligned assessment items or tasks

  12. Show what you know • Answer the multiple choice questions to the best of your ability • You may use your “Pop Quiz” to help you • Turn your paper over when you are finished

  13. Test analysis • How did your emotions differ from during the pop quiz? • When might you use this type of assessment? • Which cognitive levels did the questions address?

  14. Question 1 Classifying the cognitive level of TEKS is important because • students will be expected to perform at or above that cognitive level on TAKS • it provides the “tack” that helps align the written, taught and tested curriculum • it is necessary to do so in order to write learning objectives • student expectations are written at various cognitive levels

  15. Create Evaluate Analyze Apply Understand Remember Question 1 • I, II, III, IV • I only • I, II, III • II only

  16. Create Evaluate Analyze Apply Understand Remember Question 2 When creating a lesson with the framework, the most important step is to • write objectives last • provide students with written TEKS • align cognitive levels • choose fun activities first

  17. Create Evaluate Analyze Apply Understand Remember Create is the highest level Evaluate is the highest level Six cognitive levels Uses nouns Uses verbs ______ ______ Focuses on what the lesson does Focuses on what the student does Question 3 Which statement choice would best complete the Venn diagram? • Focuses on what the teacher does • Focuses on what the student does Bloom Anderson and Krathwohl • Focuses on the cognitive level of the lesson • Focuses on current research

  18. Review Jan. 6 lesson • Did you teach the lesson? If so, how did it go for you? • What changes did/would you make from the original design? • Did you assess student learning? If so, how?

  19. Share with large group • TEKS addressed (paraphrase) • How user-friendly objectives were communicated to students • Best activity • Assessments used, if any

  20. AHAs

  21. Show what you can do • Create a lesson using the Lesson Design Framework (You’ve done this. Use the lesson you created on Jan. 6.) • Evaluate the lesson using the following rubric

  22. Lesson Design Rubric

  23. Test analysis • How did this assessment differ from the others? • What type of knowledge was being assessed? • Which cognitive levels did the assessment address?

  24. Assessment terminology • Brainstorm and record some terms related to assessment • Share three terms from your list

  25. Change in focus Assessment OF Learning to Assessment FOR Learning -Richard Stiggins

  26. Term-enabling • Objectives for this mini-lesson • to remember terms • to demonstrate a procedure

  27. Assessment decisions • Purpose • Format • Type of knowledge • Cognitive level

  28. Purpose:Why will I assess? • Formative • Summative

  29. Format:What will it look like? • Traditional • Alternative (Rubric)

  30. Knowledge Type of knowledge:What type of knowledge am I assessing? • Factual • Conceptual • Procedural • Skills

  31. Create Evaluate Analyze Apply Understand Remember Cognitive level:Does it alignwith the objectives?

  32. Commonassessment terms Alternative Rubric Conceptual Factual Formative Procedural Summative Traditional

  33. Iconic learning

  34. The term-enabler • Follow instructions to build • Write terms on inside flaps that correlate with definitions • Play the term-enabler game with a partner

  35. Assessment decisions • Purpose • Format • Type of knowledge • Cognitive level • Assessment • Objective

  36. Term-enabler assessment • Make a new term-enabler without labels • Use chart paper • Work in teams • You have five minutes

  37. Assessment decisions • Purpose • Format • Type of knowledge • Cognitive level • Assessment • Objective

  38. TAKS-type item What is the most important factor to remember when constructing a term-enabler? • Make crisp creases when folding the paper • Use unlined paper • Cut the paper into a square first • Line up the corners carefully when folding the paper

  39. TAKS-type item When using this term-enabler, which of the following would be true? Inside view

  40. TAKS-type item • Only odd numbers would be displayed at the same time. • Only even numbers would be displayed at the same time. Inside view • The numbers 1 and 4 would be seen at the same time. • The numbers 3 and 8 would be seen at the same time.

  41. So what? • Procedural knowledge can be assessed on TAKS-type items • Repeated practice of procedures helps ensure success on TAKS • Alternative assessments prepare students for TAKS-type items

  42. It’s not about making a fortune teller . . .

  43. Sticky note summary • What are some of the ways that teachers build assessments? • Beg, borrow and steal • Modify and adjust • Create new

  44. Quality lessons • Align (cognitive level) • TEKS-based objectives • Engaging activities • Assessment

  45. Complete lesson design framework • Review components • Bracket TEKS • Number learning objectives

  46. Complete lesson design framework • Add assessment component • Identify a learning objective • Create an assessment item or task • Align cognitive levels of item or task with its objective

  47. Let’s try it ourselves! • Start with Objective 1 • Write in the cognitive level • Write an assessment item or task that addresses the objective at that level

  48. Now let’s analyze one • Read the item/task • Identify its cognitive level • Determine which objective it addresses, if any • Check alignment of cognitive levels

  49. °C Sample question What temperature is shown on this thermometer? • 23° F • 20° F • 37° C • 23° C

  50. Let’s practice • Select one of the main objectives from your January 17 lesson • Write an assessment item or task for that objective • Check alignment of cognitive levels

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