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Complete Unit. Ewing Coleman Green EDD 8112 CRN 22080 Assessment Centered Curricular Design Nova Southeastern University November 15, 2013. Algebra 1. Unit 2 Linear and Exponential Relationships. Linear and Exponential Relationships. Linear – constant rate o f change

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Ewing Coleman Green

EDD 8112 CRN 22080

Assessment Centered Curricular Design

Nova Southeastern University

November 15, 2013

• Unit 2

• Linear and Exponential Relationships

• Linear – constant rate

of change

• Exponential – non-linear

rate of change

(exponent other than 1)

• 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)

• 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

• Enduring Understanding

• Common Core Standards

• Essential Questions

• Assessment Strategies

• Diagnostic

• Formative

• Mid-Module

• Summative

• Performance/Authentic

• Self

• 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

• 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”)

• 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

• 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

• Purposes

• Individualize student expression of mastery

• Bring personalized meaning to learning

• Appeal to individual student passion

• Engage whole brain development

• Build cross-curricular understanding

• Forms

• Varied

• 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

• Lesson plans and learning engagements

• Lesson plan elements

• Collaborative clusters

• Investigation

• SmartBoard lesson

• Explore Learning Gizmo

• 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

Mr. Green’s SmartBoard and collaborative clusters

Stage 5 and explanation

• Resources

Stage 6 and explanation

• Reflection

Calendar and explanations

Unit Quality and explanation

• 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

Entire Unit and explanation

Entire Unit and explanation

• 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)

Unit Summative Assessment Quality – and explanationLearning Outcomes

Learning Outcomes and explanation

• 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

Unit Summative Assessment Quality – and explanationItem Difficulty

Bloom’s Taxonomy and explanation

• Analysis showed

• All six Bloom’s levels are addressed

• 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

Overall Unit Quality and explanation

• 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

Image URLs and explanation