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Planning Classroom Assessments Identifying Objectives from Curricular Aims…

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Presentation on theme: "Planning Classroom Assessments Identifying Objectives from Curricular Aims…"— Presentation transcript:

1 Planning Classroom Assessments Identifying Objectives from Curricular Aims…

2 Macro Targets: GOALS Goals of Instruction (the Curricular Aim) – General Educational Aims – A broad definition of what the student must know and/or be able to do National Standards State Courses of Study – Alabama Courses of Study (ALCOS)

3 Micro Targets: OBJECTIVES Objectives are short, but clear statements about the specific outcomes we expect from students. – Translate into day-to-day activities/lessons in the classroom – Allow us to MEASURE progress toward the standard – Also known as a BENCHMARKS GRADE LEVEL EXPECTATIONS

4 Quality Objectives Define what the learner will be able to do as a result of a learning experience Focus on the learner, not the teacher and not the content What will the LEARNER Know or DO? Communicate learning expectations to others Provide organization of the lesson Assist with planning for content, materials, and methods of instruction Guide assessment of student learning

5 Objectives Effective objectives communicate what you intend for your students to achieve. They are SMART. – Specific – Measurable – Attainable – Relevant – Time-bound

6 Components 1.An observable behavior (know or do) 2.Condition 3.Criterion

7 Components For BER 450 purposes, one component is required : 1.An Observable Behavior The following is optional and should be used when clarity of time or assistance is needed: 2.Condition to which the behavior will be met

8 Observable Behavior Must be able to measure the skill with an assessment (informal, paper pencil, performance, portfolio) No appreciate or understand or state of being verbs to describe the skill to be attained Use only action verbs

9 Observable Behavior Subtopic: Comprehension By the end of this lesson, students will be able to relate the setting of this story to other stories. Students will be able to compare the behavior of the characters in this story. By the end of the unit, students will be able to identify dialogue in the text of the story.

10 Statement of Clear Objectives Move from General to Specific… – Understands scientific principles Describes principles in own words States hypothesis based on principle Uses the principle to solve novel problems Distinguishes between two given principles Explains the relationship between two principles

11 Unwrapping Standards Unit Topic: Reading Comprehension – ALCOS #3 Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. Recognizing persuasive techniques Identifying main idea and supporting details Recognizing use of personification Identifying implied purpose

12 List Skills: Able to DO RECOGNIZE (literary devices, persuasive techniques) USE (personification) Gain Information (from tables and charts) Identify (implied purpose, main idea, supporting details)

13 List Concepts: Need to KNOW Main ideas Literary elements and devices – setting – character traits – stated purpose – metaphors – simple symbolism Supporting evidence Persuasive techniques Personification

14 Write Objectives for this unit Create a stem – Stem Examples: With the use of a dictionary, students will be able to... After this unit, students will have... By completing the activities, the student will... Students will... After you create the stem, add a verb: – describe, recognize, compare, provide, list, etc. – Verb serves to outline the skill associated with the content.

15 Write Objectives for this unit Once you have a stem and a verb, determine the actual product, process, or outcome: – Serves to outline the content of the ALCOS standard – After completing the lesson, students will recognize the stated purpose in a variety of written literature. – Students will identify the main idea of a variety of texts. – By the end of the unit, students will recognize supporting evidence of the stated purpose in a variety of texts. – By the end of the unit, students will create their own written product utilizing supporting evidence for a stated purpose. – By the end of the unit, students will present their own stated purpose and supporting evidence.

16 Unit Planning Exercise Work in groups of 2 or 3. All group members must be in a similar grade level (no groups of K and 4 th, etc…) Based on the Picture Book that you brought to class: – Choose 1-3 grade level ALCOS standards. – Name your Unit Topic Identify sub topics if needed to clarify your unit topic – List what the what should students KNOW and be able to DO based on the chosen standard(s)? – Write 4 -5 objectives (both higher and lower level).

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