Stages 1 and 2
Wednesday, August 1st, 2012
Stage 1: Step 5
National and State Standards
Stage 1, Step 5: Identify Desire
Results - Learning Goals
• Minnesota Academic Standards
•
http://education.state.mn.us/MDE/Academic_Excellence/Academic_St
andards/index.html
• Use reference number and description.
• Example: English 9-12: III, B, 1
• Integrate technology in your content
area.
• ISTE/NETS for Students
•
http://www.iste.org/AM/Template.cfm?Section=NETS
• Example: 1: a, 1: b
Lesson Plan Template
• Minnesota Academic Standards
Establis hed Goal(s): (National, State, District Standards)
English 9-12: III, B, 1
• ISTE/NETS for Students
ISTE NETS
for Students
1:a, 1:b
NETS for Students
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving and
Decision Making
5. Digital Citizenship
6. Technology Operation and Concepts
Stage 2: Determine
Acceptable Evidence Assessment Plan
Step 1: Select Assessments
Select Assessments
• What evidence will show that
students understand?
The assessments will be included in
the final lesson plan.
Evidence of Understanding
• Once we know what we are going to
teach (Stage 1) we need to avoid
jumping to how to teach it (Stage 3).
• The focus of Stage 2 is determining
what qualifies as evidence or proof
that what we identified as most
important in Stage 1.
Questions to Consider
• “What kinds of evidence do we
need?”
• “What specific characteristics in
students responses, products, or
performances should we examine?”
• “Does the proposed evidence enable
us to infer a student’s knowledge,
skill, or understanding?”
Formative Assessment
• Carried out at the beginning or during
a unit, providing the opportunity for
immediate evidence of student
learning.
• Allows teachers to go back to a
particular concept and provide
additional instruction or present it in a
different manner.
Formative Assessment
•
•
•
•
Anecdotal records
Quizzes and essays
Diagnostic tests
Lab reports
Summative Assessment
• Provides accountability through
comprehensive assessment.
• Used to check the level of learning at
the end of the unit.
• Reflects the cumulative nature of the
learning that takes place in reaching
the unit goals and objectives.
Summative Assessment
•
•
•
•
Final exams
Statewide tests
National tests
Entrance Exams
Quiz and Test Items
• Simple, content-focused questions that:
• Assess for factual information, concepts, and
discrete skills.
• Use selected-response or short-answer
formats.
• Are convergent- typically have a single, best
answer.
• May easily be scored using an answer key (or
matching scoring).
• Are secure (known in advance).
Academic Prompts
• Open-ended questions or problems.
• Require constructed responses.
• Have no single best answer or solution
strategy.
• Require students to think critically.
• Involve analysis, synthesis, evaluation, or a
combination.
• Require an explanation or defense of an
answer and methods used.
• Require judgment-based scoring, using criteria
and performance standards.
Performance Task
• Complex challenge that mirrors the
issues and problems faced by adults.
They yield one or more tangible
products or performances.
GRASPS
• G=What is the goal of the task? What is it
designed to assess?
• R=What real-world role will the student assume
as he/she is performing the task?
• A=Who is the audience for the task?
• S=What is the situation that provides the context
for the task?
• P=What is the product, performance or purpose
that is required by the task?
• S=By what standards and criteria will the product,
performance or purpose be judged?
Authentic Performance Tasks
•
•
•
•
Are realistic
Require judgment and innovation
Ask a student to “do” the subject
Replicate or simulates the
contexts in which adults are tested
in the workplace, community and
home
Authentic Performance Tasks
• Assess a student’s ability to
efficiently and effectively use a
repertoire of knowledge and skills to
negotiate a complex task
• Allow appropriate opportunities to
rehearse, practice, and consult
resources, obtain feedback on
performances, and refine
performances and products
Step 2: Check for Alignment
Check for Alignment
• Appropriate criteria highlight the most
revealing and important aspects of
the work (given the goals), not just
those parts of the work that are
merely easy to see or score.
• The goal is to have at least one
assessment per essential question.
Step 3: Create a Rubric
Rubrics
• A criteria-based scoring guide, enables
assessors to make reliable judgments
about student work and helps students
self-assess.
• Answers the question: What does mastery
(and varying degrees of mastery) for an
achievement target look like?
• Outlines a set of criteria and a scoring
system by which the quality of the
product/performances can be evaluated.
Step 3: Create a Rubric
• Use the sample rubric on p.19 in the
curriculum guide to create a scoring
system for each stated objective or
performance task.
• Consider consulting a rubric template
online to help!
This will be included in the final lesson
plan.
Rubric Templates
• RubiStar
http://rubistar.4teachers.org/index.php
• Rubrics 4 Teachers
http://www.theeducatorsnetwork.com/main/ru
bricindex.html
• Rubrics for Classroom Teachers
http://www.uwstout.edu/soe/profdev/rubrics.s
html