1. Starting with the End in Sight…
Planning Classroom Assessments
Starting with the End in Sight…

2. Assessment “Influenced” Instruction
What is to be assessed influences instructional decisions
Instruction-Influence Assessment
Assessment-Influence Instruction
Curriculum
Instruction
Assessment
Curriculum
Instruction
Assessment

3. Begin with the End… Backward Design Model (Wiggins & McTighe)
Identify the desired results
What is the curricular aim?
Goals / Objectives
Determine acceptable evidence
How will I measure student progress?
Assessment
Plan learning experiences and instruction
How will I promote learning?
Instruction

4. Identifying the Curricular Aim
What to Assess?
Cognitive Targets
Intellectual operations
Affective Targets
Attitudes, interests, and values
Psychomotor Targets
Deals with large and small muscle skills

5. Dr. Benjamin Bloom 1956 Taxonomy of Educational Objectives
Chief domain in schools = Cognitive Domain
Justify, Defend
Predict, Write, Infer
Compare, Contrast, Categorize
Choose, Use, Interpret, Solve
Describe, Discuss, Explain
Define, List, Label, Name
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation

6. Cognitive Taxonomies
Method of classifying the cognitive level of objectives, items, and activities
Purpose
Used to call attention to the variety of abilities and skills toward which you can direct instruction and assessment
Greater variety of cognitive levels = greater opportunity to learn

7. Higher Order Thinking Example Questions… How does that work?
What would happen if?
Why is that important to know?
Example Objectives…
Students will learn how to connect the text that was read or heard to real life experiences. (SYNTHESIS)
Students will be able to discuss how characters are alike and/or different. (ANALYSIS)

8. Curriculum Development
What we teach is based on the curriculum
Content Standards = Knowledge & Skills
What students should KNOW and be able to DO
Performance Standards = Level of Proficiency
Essential qualities of the work or performances
Criteria for establishing proficiency

9. Content and Criteria Content = What will be learned
National Standards
State Course of Study
District Goals & Objectives
Criteria = How the learning will be judged
Grades
Levels of performance
“Proficient”

10. Learning Targets Content + Criteria = Learning Targets
A statement of student performance that includes:
a description of what the students should know, understand and/or be able to do at the end of the unit of instruction
the criteria for judging the level of performance demonstrated.
There are two types of learning targets
Macro Targets --- GOALS
Micro Targets --- OBJECTIVES
In Lab, you will utilize the ALCOS and Children’s Literature to develop Goals and Objectives.

11. What to Assess…considerations
Identify the Curricular Aims (Goals and Objectives)
Use an Assessment Plan or Table of Specification
Collaborate with Colleagues
Focus on Standards to be Assessed
How are state content standards assessed?
What are content standards for specific content areas? (example: NCTM, NSTE, IRA)

12. Table of Specifications
Ensures a representative sample of relevant tasks to be included on the assessment
Guides the selection of test items and assessment tasks
Provides evidence of CONTENT Validity
Steps in the process…
Prepare the instructional objectives
Outline the content
Prepare the Table

13. Types of Assessment Items
Informal Assessment
Formative
Traditional Assessment
Formative or Summative
Performance Assessment
Formative and/or Summative
Portfolio Assessment

14. TOS-Assessment Plan
Assessment Plan
Educational Outcomes
Alabama State Course of Study Objective(s):
Learning Objective(s) (Leveled)
Criteria or Target
Assessment Methods or Tools
When/How Assessment was Accomplished
Unit Plan, Assessment Plan, Informal Assessment Example (wiki)

15. Remember…Three Steps Step One Step Two Step Three
Identify what should students be able to KNOW and DO?
Step Two
Determine how students will demonstrate their understanding?
What evidence will we have of proficiency?
Step Three
Plan instructional activities ALIGNED with steps one and two