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 com com  And click on the “ASCD Presentations” tab  Tamalpais August 8-9 Day Two

 Today’s Plan Review yesterday’s work Stage One work time (continued) Stage Two Assessment Collection of Evidence Peer Review Stage Three AMT ASCD Tamalpais Powell, Herold3

1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 4

◦ The purpose of assessment is to provide reliable and authentic evidence of understanding. ◦ Assessment not only measures student performance, it motivates it. ◦ If you value the desired result, learners deserve accessible opportunities to demonstrate learning. 5

 The photo album versus the snapshot. 6

“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development. -- from CTB/McGraw-Hill Terra Nova Test Manual 7 7

8 Stage 2 - Assessment Evidence Transfer Task(s):Other Evidence: Performance task Products / Performances Academic Prompts -All other forms of assessment Quizzes, tests, prompts, work samples Observations Student self-assessment 8

9 Stage 2 - Assessment Evidence Transfer Task(s):Other Evidence: Determine types of assessment (Formative) Summative Determine types of assessment Diagnostic Formative Summative 9

Worth being familiar with Important to know & do Big ideas & Enduring Understandings “Big ideas” worth exploring and understanding in depth Foundational knowledge & skill Nice to know Traditional quizzes & tests Paper/pencil Selected- response Constructed response Performance tasks & projects Complex Open ended Authentic 10 Collecting sufficient evidence (p , )

Goal Role Audience Situation Product/Performance Standards GRASPS related tools (p , ) GRASPSGRASPS 11

 Connected to the classroom — demonstration / extension of what was learned  Connected to the real world — work that professionals in the field would do  Connected to student’s life —  Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful 12

 Assess before teaching  Offer appropriate choices  Provide feedback early and often  Encourage self-assessment and goal setting  Allow new evidence of achievement to replace old evidence 13

In the following video, look for ways in which EQs and EUs guide the learning and inform the performance task. ASCD Tamalpais Powell, Herold14

 Brainstorm possible transfer tasks for your unit.  Consider the transfer goals from stage 1 Performance task samples (p ) 15

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 Task:  To what extent do your assessments… ◦ assess the enduring understandings? ◦ assess the knowledge and skills?  Check for gaps and points of emphasis. Alignment of Assessments: 17

 Design a transfer task for your unit.  Create the ACTUAL student instructions for the task.  Self assessment

 Definitions ◦ Analytic ◦ Holistic ◦ Gradual Release of Responsibility  Most importantly: ◦ Tied to Stage one Rubrics: 19

4321 Understanding Knowledge & Skill 20

 Begin by delineating the 2 and 3.  Then progress to the 4 and the 1. Writing Rubrics 21

Begin writing rubric criteria for your transfer task/understandings. Task: 22

 Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)?  Could a student be successful on the assessment package without truly understanding?  Could the student understand and not be successful on the assessment package? Review Standards—Stage Two: 23

 3 units per group (max of 6 people)  Author shares overview of unit (5 minutes)  Reviewers discuss unit (5 minutes) ◦ Author listens, takes notes, does not engage  Conversation (5 minutes) ◦ Clarifications, suggestions, next steps Task: Peer Review Protocol: 24

 Acquisition  Meaning Making  Transfer ASCD Tamalpais Powell, Herold25

Understanding by Design (Wiggins and McTighe) Understanding by Design Professional Development Workbook (Wiggins and McTighe) Assessment for 21 st Century Learning—DVD 1,2 &3 Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe) Schooling by Design (Wiggins and McTighe) For more information: 26

Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD. D=98K2mpl Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive

 Erik Powell   Donna Herold  ASCD Tamalpais Powell, Herold Smith, Herold29