1. Developing an Assessment Plan and Objectives for a Unit of Study “What Do you Really Want to Assess?”

2. Setting the Stage 2  Select one unit of study that you currently teach  It should be a unit that has a completed Stage 1  It should be one where you can work on and/or add the following summative assessments this year  Selected Response (traditional test)  Constructed and/or Extended Response with Rubric  Performance Task with Rubric  Each month you will work on an assessment for the unit of study with like-course peers (i.e.: algebra II teachers, US PA II teachers).  If you don’t have like-course peers, you will work as an individual

3. Learning Target Statement 3  In this session, you will learn what kinds of understandings, content and skills to assess at the end of a unit of study. (Stage 1 UbD unit). You will learn this by reviewing examples of understandings, content and skills that should be assessed via summative assessments and how these understandings, content and skills become unit objectives that are assessed during a unit of study.  You will show that you have met this Learning Target by identifying the understandings, content, & skills in the Stage 1 unit plan and writing unit objectives based on the understanding, content and skills for a Unit of Study.

4. 4 Model and Explain

5. Why Must We Carefully Consider What to Teach and Assess? 5 http://abcnews.go.com/US/video/us-falling-china- education-14559328

6. Stage 1 of UbD: Desired Results 6  Established Goals – PA Core and Academic Standards  Big Ideas  Enduring Understandings  Essential Questions  Content and Skills The bottom line: The Desired Results are  what we want students to come away understanding about the unit  the content and skills that students need to know and be able to do as required by the State and based upon what we as professionals identify.

7. Stage 1 of UbD: Desired Results 7  Understandings  Is not a fact  Understandings cannot be covered—they have to be uncovered  Essential Questions  Signposts to big idea  Help learners explore themes, concepts, theories…  Content (Know)  What students need to know to be successful  Skills (Do)  What students need to be able to do to be successful

8. What Will Students Know, Do and Understand as a Result of the Unit? Know (Content): Understand: 8  The Constitution and three branches of government and their functions  Students will understand that our government is organized so that no single group will have too much power, because there is a tendency for power to be abused when power is uneven. Abuse of power is a common theme in history; abuse of power is even recognizable in current affairs.

9. What Will Students Know, Do and Understand as a Result of the Unit? Do (Skill): Understanding: 9  How to graph data  Students will understand how different visual displays can help people understand confusing numbers and see patterns that may not be obvious. They will also understand that certain displays work better for some types of data and purposes.

10. Stage 2 UbD: Review 10 Stage 2 of UbD: Designing Assessments that test students’ understanding of the Desired Results ~ Performance Tasks that test students’ ability to transfer their understanding from the classroom to authentic, “real life” situations ~ Carefully designed summative assessments that test Desired Results and require students to think at a high level (Webb’s Depth of Knowledge)

11. Stage 2 UbD: Where our work will be this year 11  During a summative assessment, the goal is to assess student understand of objectives, so for each unit, we need to identify objectives.  How do we identify unit objectives?  First, we look back to Stage I: Desired Results to determine what it is we want students to  Understand  Know  Do

12. Example: Handout Social Studies Map 12  Take a look at the Understandings, Skills and Content Areas  These become the objectives for our unit  We use summative assessment to test student understanding of unit objectives  See next slide for sample objectives

13. Example: Handout Social Studies Map 13  Some objectives derived from understandings, content and skills  Students will know facts about westward expansion, prairie life, and geography.  Students will be able to write about life on the wagon train and prairie.  Students will demonstrate understanding of why people move from one location to another.  Students will demonstrate understanding of how the settlement of the west threatened the lifestyle and culture of Plains Indians.

14. Example: Unit Assessment Plan 14  You need to determine how you will assess the unit objectives. ObjectiveType of Assessment Students will know facts about westward movement, life on the prairie, & geography. Selected Response Unit Test Students will be able to write about life on the wagon train and prairie. Performance TaskCreate a letter a day from a pioneer describing life Students will demonstrate understanding of why people move from one location to another. Constructed Response with Rubric Unit Test (Essay) Students will demonstrate understanding of how the settlement of the west threatened the lifestyle and culture of Plains Indians. Extended Response with Rubric Small research paper

15. Transfer of Understanding 15 If students cannot transfer their understanding, then they do not truly understand. http://www.learner.org/resources/series26.html

16. BRAIN BREAK 16 Super swapper With your right thumb and forefinger pinch your nose; with your left thumb and forefinger pinch your right ear. Now swap so that with your right thumb and forefinger you pinch your left ear, and with your left thumb and forefinger you pinch your nose.

17. 17 Guided Practice

18. 18  Back to the Stage 1 Social Studies Handout; create an objective for the following understandings and content:  Successful pioneers rely on courage, ingenuity, and collaboration to overcome hardships and challenges.  History involves making sense of different “stories.”  Pioneer vocabulary terms. ObjectiveType of Assessment

19. 19 Performance of Understanding

20. Grades 7-12 PoU: Setting the Stage 20  Today’s PoU requires you to work on the unit of study with like-course peers (i.e.: algebra II teachers, US PA II teachers).  If you don’t have like-course peers, you will work on an individual map alone

21. Grades 7-12 PoU 21  Review your Stage 1  Is it complete?  Is it mapped to appropriate PA Core and Academic Standards?  Have you identified all the relevant content and skills?  Have you identified enduring understanding and essential questions?

22. Grades 7-12 PoU 22  Review your written Understandings, Content and Skills  Use these to write unit objectives  You will assess the unit objectives using  Formative assessment  In your daily lessons  Summative assessment  Selected Response (traditional test)  Constructed and/or Extended Response with Rubric  Performance Task with Rubric  Complete the handout (Visual Next Slide)

23. 23 ObjectiveType of Assessment  Selected Response  Constructed Response  Extended Response  Performance Task  Selected Response  Constructed Response  Extended Response  Performance Task  Selected Response  Constructed Response  Extended Response  Performance Task  Selected Response  Constructed Response  Extended Response  Performance Task  Selected Response  Constructed Response  Extended Response  Performance Task

24. Grades 7-12 PoU 24  Stage 2: Assessment Evidence  If you have already developed a selected response test for the unit, make sure everyone has a copy  If you have not, begin thinking about they types of things you want to test on this assessment  If you have already developed a constructed or extended response, make sure everyone has a copy  If you have not, begin thinking about potential constructed or extended responses for the unit  If you have already developed a performance task for the unit, make sure everyone has a copy  If you have not, begin thinking about potential performance tasks for this unit