The backward design

The backward design PowerPoint PPT Presentation


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The backward design. CurriculumIdentify desired results. AssessmentDetermine acceptable evidence. InstructionPlan learning experiences and instruction. . .

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The backward design

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1. What is worth learning must be linked to the Essential Academic Learning Requirements. It is important to keep in mind that each one of us can’t do it all. Programs must decide which of the EALRs they can achieve and then strive toward those. It is also important that we select content that is worth the students putting their effort into it or we just set ourselves up for a battle of wills. Once we know what we want our students to achieve we need to determine how we will know if they are successful. Assessment is not just for a grade; it should provide feedback to the learner and to you. Only a very few of our EALRs will be assessed at the state level; don’t let that stop you. Finally, how will we get there (what is the most engaging and effective way to teach?)?What is worth learning must be linked to the Essential Academic Learning Requirements. It is important to keep in mind that each one of us can’t do it all. Programs must decide which of the EALRs they can achieve and then strive toward those. It is also important that we select content that is worth the students putting their effort into it or we just set ourselves up for a battle of wills. Once we know what we want our students to achieve we need to determine how we will know if they are successful. Assessment is not just for a grade; it should provide feedback to the learner and to you. Only a very few of our EALRs will be assessed at the state level; don’t let that stop you. Finally, how will we get there (what is the most engaging and effective way to teach?)?

2. The backward design

3. “Near Perfect” Learning When tasks to be learned match those that are taught and those that are measured It is kind of like what we call “near perfect” learning where the tasks to be learned are in fact the same ones that are taught and ultimately measured. So, what this says to us is, tell the students what is important for them them to learn and why, teach them what you told them they would learn, allow them to practice what you taught them, and then assess them on what they have been practicing….”near perfect” learning.It is kind of like what we call “near perfect” learning where the tasks to be learned are in fact the same ones that are taught and ultimately measured. So, what this says to us is, tell the students what is important for them them to learn and why, teach them what you told them they would learn, allow them to practice what you taught them, and then assess them on what they have been practicing….”near perfect” learning.

4. Assessment Formats (see handout)

5. What was the “best” assessment you ever had? Drivers license exam Highly valued Relevant Important outcome Take a minute to reflect back upon your life and attempt to identify the best assessment you ever had. Now, you have one more minute to share your “best” assessment with the person next to you. What did you come up with? For me it was my drivers test to obtain my license. I was 16 Why was what you selected the most important?Take a minute to reflect back upon your life and attempt to identify the best assessment you ever had. Now, you have one more minute to share your “best” assessment with the person next to you. What did you come up with? For me it was my drivers test to obtain my license. I was 16 Why was what you selected the most important?

6. Assessment should be... Meaningful valued; relates to goals Performance based application Relevant real life & worth achieving Motivating give future direction Assessment should be… Meaningful Valued & worth striving toward Relate to objective & helps student achieve outcomes Performance based Involves application Relevant Where possible, reflect real-life situations Assessment should be… Meaningful Valued & worth striving toward Relate to objective & helps student achieve outcomes Performance based Involves application Relevant Where possible, reflect real-life situations

7. Two Types of Assessment Formative Summative Formative assessments are on-going through a segment of instruction, unit, or course. The intent of a formative assessment is to determine if learning is taking place. It allows the teacher to gain feedback to inform his/her instruction, provides the learner with information on progress, and is basically a learning tool. You will hear more about formative assessments that are also learning experiences later. Summative assessment on the other hand determines if learning occurred as a result of instruction. It is done at following instruction yet need not be a one-shot type of assessment. Let’s design some appropriate formative assessments to go along with the summative Drivers License Exam example we used previously.Formative assessments are on-going through a segment of instruction, unit, or course. The intent of a formative assessment is to determine if learning is taking place. It allows the teacher to gain feedback to inform his/her instruction, provides the learner with information on progress, and is basically a learning tool. You will hear more about formative assessments that are also learning experiences later. Summative assessment on the other hand determines if learning occurred as a result of instruction. It is done at following instruction yet need not be a one-shot type of assessment. Let’s design some appropriate formative assessments to go along with the summative Drivers License Exam example we used previously.

8. Driver’s License Exam Example What would be a couple of appropriate formative assessment measures? Sample driver’s training exam written driving Mock exam with mom/dad Mock segment exams parallel parking, entering a freeway, etc Obviously the exam itself is summative; did I get my license or not. Much to my mother’s dismay, I did. However, let’s see if we can come up with some examples of formative assessments for this example.Obviously the exam itself is summative; did I get my license or not. Much to my mother’s dismay, I did. However, let’s see if we can come up with some examples of formative assessments for this example.

9. Conflict Resolution TLWBAT resolve conflicts in an activity setting Knowledge & skills students will gain... Able to identify conflict Able to recognize emotional triggers Able to resolve own involvement in conflict situation with a resolution strategy Able to facilitate conflict resolution among peers

10. Summative Assessment? Less frequent conflicts No conflicts Formative Assessment? Student journal Emotion barometer Team log Summative Assessment There may be no summative assessment per se although teacher observation will certainly tell a story. In other words, conflicts may occur with less frequency as the year progresses as a result of the conflict resolution training. No conflicts might suggest that learners are avoiding them more effectively, maintaining control over their own emotions, or resolving them quietly and efficiently. Formative Assessment Examples of on-going assessments that will allow learners to maintain a record of their own progress. 1. Student journal Kept by each learner after a conflict situation occurs. In their journal they will note their role in the conflict and how they resolved it. 2. Barometer After a conflict situation the learner will note on a barometer (poster board or handout) how well he/she dealt with their emotional triggers during and after the situation. 3. Team Log Learners will keep a team poster log of conflicts as they occur, how they were resolved, who played a role in the resolution, and the consequences of the situation.Summative Assessment There may be no summative assessment per se although teacher observation will certainly tell a story. In other words, conflicts may occur with less frequency as the year progresses as a result of the conflict resolution training. No conflicts might suggest that learners are avoiding them more effectively, maintaining control over their own emotions, or resolving them quietly and efficiently. Formative Assessment Examples of on-going assessments that will allow learners to maintain a record of their own progress. 1. Student journal Kept by each learner after a conflict situation occurs. In their journal they will note their role in the conflict and how they resolved it. 2. Barometer After a conflict situation the learner will note on a barometer (poster board or handout) how well he/she dealt with their emotional triggers during and after the situation. 3. Team Log Learners will keep a team poster log of conflicts as they occur, how they were resolved, who played a role in the resolution, and the consequences of the situation.

11. Badminton Season TLWBAT play a skillful, tactical, & supportive game of badminton Demonstrates sufficient technique to play a game of badminton efficiently Demonstrates sufficient knowledge of tactics to play a game of badminton efficiently Demonstrates cooperative & supportive team player behavior

12. Badminton Season TLWBAT play a skillful, tactical, & supportive game of badminton Summative Assessment? Game statistics Instructor & Self-assessment of performance Team player behavior rating Formative Assessment Scrimmage statistics Checklists of performance Weekly team player check Informal look at weekly team player behavior

13. What is acceptable evidence of student learning?

14. Direct performance Explanations that are based on good evidence & argument Interpretations of an event/situation Effective application of knowledge Ability to critique Ability to sensitively perceive other perspectives Recognition of self- style, prejudice, & strengths

15. Assessment Formats Relate to the standards

16. How do we determine assessment? Match goal Meaningful to learner Authentic Assessment Series JOPERD Strategies Each other Determining what is acceptable evidence of student learning is directly related to the learning goal. In other words, there should be a direct match between what you want students to learn and what you assess. Does this suggest that you teach to the test, as they say? YES, if it is a good assessment then that is what you should be teaching toward and allowing students to practice. If it’s important, teach it and assess it. If you want them to be able to critique a nutrition plan, then teach them how and assess them on critiquing a plan. Have any of you ever taken a test or had an assessment that seemed completely off the wall from what had been taught? It really makes little sense to test students on things they haven’t been taught or had the opportunity to practice. So, design a good assessment that matches your learning goals and then teach to it.Determining what is acceptable evidence of student learning is directly related to the learning goal. In other words, there should be a direct match between what you want students to learn and what you assess. Does this suggest that you teach to the test, as they say? YES, if it is a good assessment then that is what you should be teaching toward and allowing students to practice. If it’s important, teach it and assess it. If you want them to be able to critique a nutrition plan, then teach them how and assess them on critiquing a plan. Have any of you ever taken a test or had an assessment that seemed completely off the wall from what had been taught? It really makes little sense to test students on things they haven’t been taught or had the opportunity to practice. So, design a good assessment that matches your learning goals and then teach to it.

17. Performance Observation Skill performance, game play Role play & simulations Mock trials Exhibits & videos Experiments & inventions

18. How do you score? What criteria will be used to judge the performance? How is it weighted? Are the criteria norm or criterion referenced? What performance/criteria fits each level/grade? How specific & public is your criteria?

19. Scoring Tools Observation Checklist Rating Scale Rubric – see handout Anecdotal Notes Criterion List Answer Key

20. Let’s try one together...

21. Students will Understand the concepts of physical fitness and develop and monitor progress on personal fitness goals

22. How do we assess it for your level? Summative Assessment? Formative Assessments?

23. Let’s try it… on your own For the learning goal assigned Link to a benchmark Design matching summative assessment Design a set of appropriate formative assessments Determine how you will score them Get into pairs with those around you. Examine the learning goal on the assigned card. Design a matching summative assessment Design a series of appropriate formative assessments Determine how you will score themGet into pairs with those around you. Examine the learning goal on the assigned card. Design a matching summative assessment Design a series of appropriate formative assessments Determine how you will score them

24. Now, let’s analyze your work? How authentic is your assessment? Is the context authentic? Is it applied to a real world setting? Does the student have to adjust to real world challenges & frustrations?

25. Who does the assessment? Teacher Student Peers Parents Others

26. What are the barriers to assessment? Time School/parent pressure Too many students Inadequate equipment/assistance Takes time away from learning experiences & activity

27. Guiding Q for Assessment Is there a match -the summative assessment & the learning goal? Are there a series of continuing assessments to inform students of their progress? Are the assessments designed to reinforce learning? Are the assessments relevant, important, and worthy of student effort & reflect what students might do in every day life? We won’t go through these slides as they will be posted on the wall yet they will be in the packet for the teachers upon returning home. We will just refer to each one as we “hit” on them in our presentation.We won’t go through these slides as they will be posted on the wall yet they will be in the packet for the teachers upon returning home. We will just refer to each one as we “hit” on them in our presentation.

28. Assig. Using the resources provided (i)For a class you are currently teaching, or have taught or will teach identify a goal with knowledges and skills identify standards that are associated with the goal identify assessments you are currently using for this goal develop 1 formative and 1 summative new assessments that use alternative formats and are authentic for a goal. Make them ready to use.

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