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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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Complete unit

Complete Unit

Ewing Coleman Green

EDD 8112 CRN 22080

Assessment Centered Curricular Design

Nova Southeastern University

November 15, 2013


Algebra 1

Algebra 1

  • Unit 2

  • Linear and Exponential Relationships


Linear and exponential relationships

Linear and Exponential Relationships

  • Linear – constant rate

    of change

  • Exponential – non-linear

    rate of change

    (exponent other than 1)


Backward unit design

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)


Unit design

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


Stage 1

Stage 1

  • Enduring Understanding

  • Common Core Standards


Stage 2

Stage 2

  • Essential Questions


Stage 3

Stage 3

  • Assessment Strategies

    • Diagnostic

    • Formative

    • Mid-Module

    • Summative

    • Performance/Authentic

    • Self


Diagnostic assessment

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


Formative assessment

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”)


Mid module assessment

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


Summative assessment

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


Unit summative assessment

Unit Summative Assessment


Performance authentic assessment

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


Self assessment

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


Complete unit

  • Three self-assessment formats included in this unit

    • Unit goals

    • Action Oriented Reflection

    • Prompts on assessments


Stage 4

Stage 4

  • Lesson plans and learning engagements

    • Lesson plan elements

    • Collaborative clusters

    • Investigation

    • SmartBoard lesson

    • Explore Learning Gizmo


Lesson plans

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


Mr green s smartboard and collaborative clusters

Mr. Green’s SmartBoard and collaborative clusters


Complete unit

  • High Jump record investigation – men versus women!!


Smartboard lesson pages

SmartBoard lesson pages


Complete unit

  • Explore Learning Gizmo (2)

    (2) www.explorelearning.com


Complete unit

  • Gizmo online formative assessment with immediate feedback and explanation


Stage 5

Stage 5

  • Resources


Stage 6

Stage 6

  • Reflection


Calendar s

Calendars


Unit quality

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


Entire unit

Entire Unit


Entire unit1

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)


Unit summative assessment quality learning outcomes

Unit Summative Assessment Quality –Learning Outcomes


Learning outcomes

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


Unit summative assessment quality item difficulty

Unit Summative Assessment Quality – Item Difficulty


Bloom s taxonomy

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


Overall unit quality

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


Image urls

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


References

References

  • Explore Learning Gizmos. www.explorelearning.com

  • Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and CurriculumDevelopment.


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