Complete Unit

1. Complete Unit Ewing Coleman Green EDD 8112 CRN 22080 Assessment Centered Curricular Design Nova Southeastern University November 15, 2013

2. Algebra 1 • Unit 2 • Linear and Exponential Relationships

3. Linear and Exponential Relationships • Linear – constant rate of change • Exponential – non-linear rate of change (exponent other than 1)

4. Backward Unit Design • Founded on three basic elements (1) • Desired Results • Assessment Evidence • Learning Plan • “Backward design yields greater coherence among desired results, key performances, and teaching and learning experiences, resulting in better student performance – the purpose of design.” (1) Wiggins and McTighe (2005, p. 33)

5. Unit Design • Wiggins & McTighe’s original three design elements expanded to six stages • Stage 1: Enduring Understanding • Stage 2: Essential Questions • Stage 3: Assessment • Stage 4: Learning Experiences • Stage 5: Resources • Stage 6: Reflection

6. Stage 1 • Enduring Understanding • Common Core Standards

7. Stage 2 • Essential Questions

8. Stage 3 • Assessment Strategies • Diagnostic • Formative • Mid-Module • Summative • Performance/Authentic • Self

9. Diagnostic Assessment • Purposes • Determine mastery of content entering the unit • Inform individual learner needs • Remedial • Enrichment into Geometry • Guided independent study and self-assessment • Form • Written assessment similar to unit summative assessment • Grade only informs instructional strategies

10. Formative Assessment • Purposes • Empower students to own the learning process • Provide structured practice to construct understanding • Provide descriptive feedback • Inform student and teacher on mastery development • Determine next steps for mastery attainment • Forms • Collaborative cluster problem solving • Online Gizmos • Learning Assignments (not “homework”)

11. Mid-Module Assessment • Purposes • Gather evidence of mid-unit mastery attainment • Provide descriptive feedback • Inform student and teacher on mastery development • Determine next steps for mastery attainment • Document level of demonstrated mastery (“grade”) • Form • Written assessment

12. Summative Assessment • Purposes • Gather evidence of end of unit mastery attainment • Provide descriptive feedback • Inform student and teacher on mastery development • Determine next steps for mastery attainment • Document level of demonstrated mastery (“grade”) • Form • Written assessment

13. Unit Summative Assessment

19. Performance/Authentic Assessment • Purposes • Individualize student expression of mastery • Bring personalized meaning to learning • Appeal to individual student passion • Engage whole brain development • Build cross-curricular understanding • Link to real-world relevancy • Forms • Varied

23. Self-Assessment • Purposes • Empower students to own the learning process • Build lifelong learning and achievement skills • Build intrapersonal intelligence • Develop student self-efficacy • Help students chart their own journey toward mastery attainment • Forms • Varied, frequently using an exemplar

24. Three self-assessment formats included in this unit • Unit goals • Action Oriented Reflection • Prompts on assessments

28. Stage 4 • Lesson plans and learning engagements • Lesson plan elements • Collaborative clusters • Investigation • SmartBoard lesson • Explore Learning Gizmo

29. Lesson Plans • Collaboratively designed with subject partner • Lesson plan elements: • Previous learning assignment review • Concept introduction via SmartBoard lesson • Investigation/exploration • Explore Learning Gizmo focused on concept • Problem solving at collaborative table clusters • Self-assessment • New learning assignment

30. Mr. Green’s SmartBoard and collaborative clusters

31. High Jump record investigation – men versus women!!

32. SmartBoard lesson pages

33. Explore Learning Gizmo (2) (2) www.explorelearning.com

34. Gizmo online formative assessment with immediate feedback and explanation

35. Stage 5 • Resources

36. Stage 6 • Reflection

37. Calendars

39. Unit Quality • Two self-assessments • Entire Unit • Using Assignment 2, 3, and 4 rubrics • Unit summative assessment evaluated along three dimensions • Distribution of items – learning outcomes • Enduring Understanding • Common Core Mathematics Standards • Distribution of items – difficulty • Bloom’s Taxonomy

40. Entire Unit

41. Entire Unit • Overall rubric total score of 29 out of 30 • Improvement area: • More comprehensive performance tasks with GRASPS (3) prompts (3) Goal, Role, Audience, Situation, Performance, and Standards (Wiggins & McTighe, 2005, p. 157)

42. Unit Summative Assessment Quality –Learning Outcomes

43. Learning Outcomes • Analysis showed • The enduring understanding and all five essential questions were addressed across the 32 items • EQ #5 (how rate of change effects shape of graphs) may be over-represented • 9 of 22 Unit Common Core Mathematics Standards addressed • Appropriate since this assessment measures understanding across the Linear concepts • -Exponential to be studied next

44. Unit Summative Assessment Quality – Item Difficulty

45. Bloom’s Taxonomy • Analysis showed • All six Bloom’s levels are addressed • 18 of 31 graded items address Application level • Is this an appropriate cognitive distribution given the audience and subject matter? • Approximate normal distribution when viewed as a sideways histogram • Slight bias toward higher cognitive end of Bloom’s versus lower

46. Overall Unit Quality • Analysis of the unit self-assessment showed: • Comprehensive backward-designed template • Standards-based learning focus • Balanced assessment strategies • Varied self-assessment formats • Varied whole brain learning engagements • Effective use of digital resources • Include more comprehensive performance tasks with GRASPS, authentic assessment • Further analyze assessment item balance across Common Core standards and Bloom’s levels

47. Image URLs • Slide 2. Anonymous student at SmartBoard. Retrieved from https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSzeS1qe0FJDkCFN_pKUgJxrvbB51JB7cOHp6bMsGfAubXJYA_z4w • Slide 2. Bridge. Retrieved from http://blog.keycurriculum.com/2012/03/what-do-you-wonder-real-world-math-problems-are-everywhere/ • Slide 2. Parabolic rollercoaster. Retrieved from https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSxX_MWbDefsXeVGepCnZ5oaU9hUfX3uSkSf29jxB9DQRtoiRG8Cw • Slide 3. Airplane takeoff. Retrieved from https://encrypted-tbn2.gstatic.com/images q=tbn:ANd9GcR8P6YyJHaVmV3Sel6ya8m4C8czyW3cJ_vybo7DmbwZ8EtJqLZM • Slide 3. Very large array. Retrieved from https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQHTrN8LiLopFi7jMnTes7z2MT6syWnW7wYNkVWtkNl8oDwXsfWiA

48. References • Explore Learning Gizmos. www.explorelearning.com • Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and CurriculumDevelopment.