1. Classroom Assessment FOR Learning Focus for Today Key 2: Clear Targets

2. Today’s Training Goals Every Teacher Will: Know the 4 types of learning targets Know the 4 types of learning targets Understand each target type Understand each target type Be able to unpack an objective or standard with competence and confidence Be able to unpack an objective or standard with competence and confidence Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs. Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.

3. Kinds of Achievement Targets Knowledge – Master factual and procedural knowledge Knowledge – Master factual and procedural knowledge Reason – Use knowledge to reason and solve problems Reason – Use knowledge to reason and solve problems – Demonstrate mastery of specific performance skills Performance – Demonstrate mastery of specific performance skills Product – Create quality products Product – Create quality products (See handout for verbs to go with each type of target)

4. Knowledge Targets: What students need to: What students need to: KnowKnow Be able to doBe able to do Be able to locateBe able to locate Know outright vs. know via reference Know outright vs. know via reference Often stated in verbs: knows, lists, names, identifies, and recalls Often stated in verbs: knows, lists, names, identifies, and recalls

5. Reasoning Targets: Make up majority of learning targets Make up majority of learning targets Thinking proficiencies—using knowledge to: Thinking proficiencies—using knowledge to: Solve a problemSolve a problem Make a decisionMake a decision PlanPlan Represent mental processes such as: Represent mental processes such as: Predicts, infers, classifies, hypothesizesPredicts, infers, classifies, hypothesizes Compares, concludes, summarizesCompares, concludes, summarizes Analyzes, evaluates, generalizesAnalyzes, evaluates, generalizes

6. Performance Targets: Fewest of learning targets Fewest of learning targets Must be demonstrated and observed (heard or seen) to be assessed Must be demonstrated and observed (heard or seen) to be assessed Examples include: Examples include: Oral fluency in readingOral fluency in reading Playing a musical instrumentPlaying a musical instrument Demonstrating movement skill in danceDemonstrating movement skill in dance Serving a volleyballServing a volleyball

7. Product Targets: The standard calls for student to create a product The standard calls for student to create a product The product isn’t a medium to show the learning (ex. a culminating project/activity); the product IS the learning The product isn’t a medium to show the learning (ex. a culminating project/activity); the product IS the learning Found more often in the arts Found more often in the arts Examples: Examples: Notating musicNotating music Using desktop publishing software to create a variety of publicationsUsing desktop publishing software to create a variety of publications Creating a scatterplot to display dataCreating a scatterplot to display data Creating a personal wellness planCreating a personal wellness plan

8. Relationship of Targets: Standard (target) type Underpinning Learning Targets Product Product + S + R + K Skill Skill + R + K Reasoning Reasoning + K KnowledgeKnowledge

9. We Need Clear Targets To: Know if the assessment adequately covers what we taught Know if the assessment adequately covers what we taught Correctly identify what students know and don’t know Correctly identify what students know and don’t know Have students self-assess or set goals for future study that are likely to help them learn more Have students self-assess or set goals for future study that are likely to help them learn more Keep track of student learning target by target or standard by standard Keep track of student learning target by target or standard by standard Complete a standards-based report card Complete a standards-based report card

10. Activity: Identify target types Instructions: 1. Pair up with someone beside you. 2. Choose two/three of the objectives on the sentence strips. 3. Determine which type of learning target is represented by the objective (use the chart provided to assist you) 4. Post the sentences on the board in the correct spot on the grid.

11. Unpacking/deconstructing standards: Takes the broad and/or unclear standard, goal, or benchmark & makes it: Takes the broad and/or unclear standard, goal, or benchmark & makes it: SmallerSmaller ClearerClearer More understandable to students AND teacher.More understandable to students AND teacher.  Unpacking outcomes: Will know the standard type (knowledge, reasoning, skill or product)Will know the standard type (knowledge, reasoning, skill or product) Indentify its underpinning learning targetsIndentify its underpinning learning targets Create student-friendly “I Can” statementsCreate student-friendly “I Can” statements

12. Let’s practice Creating targets for “Driving a Car with Skill” What knowledge will students need to know to demonstrate intended learning? What knowledge will students need to know to demonstrate intended learning? What patterns of reasoning will they need to master? What patterns of reasoning will they need to master? What skills are required, if any? What skills are required, if any? What product development capabilities must they acquire, if any? What product development capabilities must they acquire, if any?

13. Driving a Car with Skill Knowledge: Knowledge: Know the lawKnow the law Read signs and understand what they meanRead signs and understand what they mean Reasoning: Reasoning: Evaluate “am I safe” and synthesize info. to take action if neededEvaluate “am I safe” and synthesize info. to take action if needed Skills: Skills: Steering, signaling, parallel parking,...Steering, signaling, parallel parking,... Product: Product: (not appropriate target)(not appropriate target)

14. Deconstructing Standards: KnowledgeTargetsReasoningTargetsSkillTargetsProductTargets Know the law Know the law Read signs and understand what they mean Read signs and understand what they mean Evaluate personal safety and take action if needed Evaluate personal safety and take action if needed Steering Steering Signaling Signaling Parallel parking Parallel parkingNone Learning targets: What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark: Standard/Benchmark: Drive a car with skill Type:  Knowledge  Reasoning  Skill  Product Stiggins, R.J, Arter, J.A., & Chappuis, S. (2004) Classroom Assessment FOR student learning: Doing it right-using it well. Portland, OR: ETS Assessment Training Institute.

15. Now Put It In Kid-Friendly Language I can explain the rules of the road-speed limits, stopping, right-of-way, when to signal. I can explain the rules of the road-speed limits, stopping, right-of-way, when to signal. I can describe what different parts of the car do (steering wheel, lights, brakes, gas pedal) I can describe what different parts of the car do (steering wheel, lights, brakes, gas pedal) I can evaluate common road situations and determine the appropriate action to take. I can evaluate common road situations and determine the appropriate action to take. I can steer a car in the direction I want. I can steer a car in the direction I want. I can signal properly. I can signal properly. I can keep the car in the appropriate lane. I can keep the car in the appropriate lane. I can parallel park without hitting anything. I can parallel park without hitting anything.

16. Unpacking an Objective Work with a partner. Work with a partner. Choose one of the objectives on from the target identity activity on the board. (hint: choose either your subject area or one you know something about.) Choose one of the objectives on from the target identity activity on the board. (hint: choose either your subject area or one you know something about.) Use the worksheet provided for deconstructing (unpacking) standards to break the objective down into its component learning targets. Use the worksheet provided for deconstructing (unpacking) standards to break the objective down into its component learning targets.

17. Let’s try it together: Objective: Understands the binomial theorem. Objective: Understands the binomial theorem. Objective: Compare and contrast democracies with other forms of government. Objective: Compare and contrast democracies with other forms of government.

18. Let’s chat “How does the knowledge from today’s training help us develop more informative CFAs based on our lesson objectives and PDSA goals?”

19. Next steps: Making it Meaningful to YOU Use the Unpacking Standards sheet to deconstruct the learning target on your current classroom or PLC PDSA. Use the Unpacking Standards sheet to deconstruct the learning target on your current classroom or PLC PDSA. What kind of target is it? What kind of target is it? Brainstorm with your PLC members different kinds of LEARNING STRATEGIES you could use to teach the target. Brainstorm with your PLC members different kinds of LEARNING STRATEGIES you could use to teach the target. Brainstorm ways to assess the target based on the type of target (we will practice more in the next CASL session) Brainstorm ways to assess the target based on the type of target (we will practice more in the next CASL session)

20. Next steps (cont’d): In your PLCs: begin each meeting by having each person share his/her unpacked classroom PDSA target In your PLCs: begin each meeting by having each person share his/her unpacked classroom PDSA target Begin thinking of how your next CFAs might look based on the targets you’ve committed to assessing. Begin thinking of how your next CFAs might look based on the targets you’ve committed to assessing.

21. That’s All Folks! Thank you for your participation and attention. Please plus/delta today’s training.