1. Part II of IDM: Tasks Dr. Kathy Swan | UKY Dr. John Lee | NCSU
Arkansas
6.2015

2. Assessment in IDM Summative Performance Tasks
Formative Performance Tasks
Modular Performance Tasks
Summative Extensions/Adaptations
Taking Informed Action

3. Tasks in IDM Tasks are demonstrations of student understanding;
Summative Performance Tasks
Formative Performance Tasks
Modular Performance Tasks
Staging the compelling question
Summative extensions/adaptations
Taking informed action
Tasks are demonstrations of student understanding;
What is the evidence students will provide to ensure they understand material?;
Tasks are not instructional strategies; although teachers will need to think about these.

4. IDM follows C3 Inquiry Arc
If students are asked a COMPELLING QUESTION….
Students answer in the form of a SUMMATIVE
ARGUMENT

6. What is an argument?
An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research. As arguments become more sophisticated, students might include counterclaims.

7. Uncle Tom’s Cabin: Can words lead to war?
Argument stems:
Words can lead to war when words , such as the words in Uncle Tom's Cabin, help people to express their disagreements with others.
The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom's Cabin.
It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.

8. Your task
Consider the elements of a coherent, evidenced based argument as outlined in the 7th Grade Uncle Tom’s Cabin Inquiry.
Can words lead to war? Construct an argument that discusses the impact of Uncle Tom’s Cabin using specific claims and relevant evidence from historical sources while acknowledging competing views.
Take a minute and write down the key elements that you would use to evaluate the argument.

9. Discussion:
What elements make a coherent argument about Uncle Tom’s Cabin?
How should we support students in making a coherent argument?

10. IDM follows C3 Inquiry Arc
If students are asked a COMPELLING question……
Students answer in the form of a SUMMATIVE
ARGUMENT
In the middle are the
FORMATIVE TASKS
(Content and Skills)

11. Formative Performance Tasks
In order to make a coherent and evidenced-based argument,
students need practice with argumentation skills;
students need a strong content/conceptual foundation;
This is where we get into formative work—there is no “gotcha” summative assessment.
These formative tasks are framed by the supporting questions.
These formative tasks often follow a skill progression of increasing complexity.

13. Your Task
Using the excerpted blueprint on the last slide, examine the formative performance tasks in the 7th grade Uncle Tom’s Cabin Inquiry in relationship to the summative task. In small groups, discuss the ways that the formative performance tasks help students make a coherent, evidenced based argument.

14. Content and Pedagogical Logic

15. Was the French Revolution successful?
Argument stems:
The French Revolution was successful because it gave many citizens a taste of liberty, equality, and power, however briefly it lasted.
The French Revolution was unsuccessful because it led to several rapid changes of regime, culminating in military dictatorship, the Napoleonic Empire, and the restoration of the monarchy.
The French Revolution was successful in changing the tax code between the Three Estates, abolishing feudalism, and redistributing land from the Church to the state. Although the Revolution addressed some of the prerevolutionary problems, the successes came at a very high price.
Content Markers
Early revolutionary gains
Rise of Napoleon
Reign of Terror

16. For a sound argument, students would need to practice with:
Content
Life before revolution
Early revolutionary gains
Redistribution of land
Abolishing feudalism
Changing tax code
Declaration of Rights of Man and Women
Reign of Terror
Rise of Napoleon
Skills
Reading and evaluating sources
Making claims using evidence
Making counterclaims using evidence
Chronological thinking and causation and
Constructing arguments

17. Example:
Was the French Revolution successful?

18. Activity Driven Curriculum
Exercise Driven v.
Activity Driven Curriculum
11:30 – 12:30

19. Examples of Formative Task Sequence
What do the buried secrets of Tenochtitlan tell us about the Aztecs?
Should we call it the Silk Road?
Should corporations have a conscience?
Why is the Affordable Care Act so controversial?
List key features from maps; describe how each answers SQ
Write description of three archeological artifacts
Develop chaînes opératoires for econ. innovations.
Develop claim about Tenochtitlan demise.
Create map of commodities 
Write paragraph on silk market
Create a T-chart of culture-tech shared.
Propose different name for the Silk Road; cite reasons
Create classroom definition of (CSR).
Prepare for SAC- create notecards summarizing benefits
Prepare for SAC- create notecards summarizing concerns
Create uninsured graphic depiction
List key components of ACA; write summary goals + challenges par.
Perform court case reader’s theater; write a par. for and against
Develop claim about why ACA is still controversial.

20. IDM Lab™

21. Your task
Work on your summative performance task. Write argument stems.
Use argument stems to make a list of content and skills needed.
Write formative performance tasks.
Think increasing complexity of tasks.
Make sure to cover all content and skills.
See list of formative tasks in Toolkit project. (c3teachers.org/arkansas)

22. Modular Performance Tasks
Summative Extensions
Taking Informed Action

23. Summative Extensions
Additional or alternative ways for students to express their arguments.
In keeping with C3 Framework:
D Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Included in all annotated inquiries.

24. Examples of Summative Extensions

25. Taking Informed Action
Where the magic happens.

26. Taking Informed Action
Ways for students to civically engage with the inquiry
Sometimes action is embedded in summative performance task
In keeping with C3 Framework
Step 1: Understand the problem
Step 2: Assess the problem
Step 3: Take action on the problem

27. Taking Informed Action

28. IDM™ Taking Informed Action
Organizing a boycott
Organizing a fundraising event for an issue/cause
Circulating a petition
School Newspaper Special Issue
Organizing a school assembly
Uploading a PSA to a website
Bringing stakeholders together for a classroom forum.
Write a letter to an editor
Community
School
Locus of Activity
Classroom
Identifying the problem(s) and possible civic action(s)
Research Issue relevant to Inquiry
Understand Problem
Assess Options
Apply Action
Complexity of the Effort

29. Example of Taking Informed Action.

30. Example of Embedded Action

31. A Conversation: What are challenges to incorporating Taking Informed Action? How do we overcome these challenges?

32. IDM Lab™

33. Your task
Work on Summative Extension & Taking Informed Action tasks.