updating content and assessments - curriculum21 · whatdo%you%think%the%most...

Updating Content and Assessments

What do you think the most important considera3ons are for upda3ng curriculum/lessons?

h9p://www.todaysmeet.com/update

THINKING!

Web’s Four Levels of Depth of Knowledge

Level 2 Skills & Concepts Level 1

Recall & Reproduc3on

Level 3 Strategic Thinking

Level 4 Extended Thinking

Let’s drill in and dig deeper…

Assessing Assessment

1. 50% of 20: 2. 67% of 81: 3. Shawn got 7 correct answers out of 10 possible answers on his science test. What percent of ques3ons did he get correct? 4. J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw a9empts. What percentage of free throws did he make?


5.  J.J. Redick was on pace to set an NCAA record in career free throw percentage. Leading into the NCAA tournament in 2004, he made 97 of 104 free throw a9empts. In the first tournament game, Redick missed his first five free throws. How far did his percentage drop from before the tournament game to right a^er missing those free throws?

6.  J.J. Redick and Chris Paul were compe3ng for the best free-‐throw shoo3ng percentage. Redick made 94% of his first 103 shots, while Paul made 47 out of 51 shots.

•  Which one had a be9er shoo3ng percentage? •  In the next game, Redick made only 2 of 10 shots while Paul made 7 of 10

shots. What are their new overall shoo3ng percentages? Who is the be9er shooter?

•  Jason argued that if Paul and J.J. each made the next ten shots, their shoo3ng percentages would go up the same amount. Is this true? Why or why not?


Standards (and objec3ves) are meaningless un3l you define how to assess them. This Instruc3onal Shi^ is about defining our work and deepening the rigor of our professional prac3ce.

1. What is the main idea? 2. This story is mostly about:

A. Two boys figh@ng B. A girl playing in the woods C. LiCle Red Riding Hood’s encounter with a wolf D. A wolf in the forest

3. This story is mostly about:

A. LiCle Red Riding Hood’s journey through the woods B. The pain of losing your grandmother C. Everything is not always what it seems D. Fear of wolves


In an open-‐ended ques3on, the rubric defines the rigor. In a mul3ple choice ques3on, the op3ons define the rigor. This shi^ gives us the opportunity to teach strategic thinking skills so students can be college and career successful.


So how is

THINKING being assessed in your classrooms? h9p://www.todaysmeet.com/update

What are your current no3ons around modern assessment? How is assessment in today’s classroom different than assessments of, say, 1995, or 1965?

And now, let’s drill even further in…

Evidence of Learning 2.0 There has to be some considera@on for HOW we assess/evaluate student learning using not only mul@ple types of rigorous ques@ons, but also mul@ple types of modern media. That, in turn, will change instruc@onal design around content and skills.

This is the beginning of your explora@on of considera@ons for new ways of assessing students, and thinking of how that will impact content and skill upgrades. Today is about giving you some food for thought as well as connec@ng to the importance of considering college and career readiness and digital upgrades. You now have 24-‐7 access to develop this in your own professional prac@ce at your own pace.

Let’s go back to Today’s Meet:


• As we poke around in the Binder, what do you No3ce, Think, or Wonder? • What opportuni3es are you visualizing in your own prac3ce that could engage new tools, new methodologies, or new ways of assessing students?

Ques3ons?

(Physical or Virtual!)


If you’d like to see an example of a Unit Appraisal, there is one following this slide. Note the Prologue, Caveat, and Endnotes for informa@on about this specific appraisal.

Unit Appraisal Annotated

Grade 11

Prologue: Curriculum Design with depth and rigor, for many teachers transi@oning to the Common Core, is a new space. In a general sense, the curriculum design work that is being engaged in right now is far above the instruc@onal prac@ces of the past. Any work done is meant to be a baseline from which all future curriculum work will develop. Being though\ul and transparent in our work allows exponen@al growth in professional prac@ce and student achievement.

20

Why do this?

To Support Data Informed Decision Making

Data informed culture to improve student achievement

Data informs your decisions

Curriculum data aligned to standards

Assessment data aligned to standards

Curriculum mapping Analysis of results

Written curriculum

Taught curriculum

State and National Local

“Unit Plans (Maps) equal data … Data equals facts and figures … Facts and figures show trends … And with this

knowledge, we can give ‘all of the above’ meaning by looking at the trends and comparing it to other data bases.”

Bena Kallick, Curriculum Mapping Conference, 2003

Caveat: This annota@on represents a look through several lenses of opportuni@es for improvement. The depth of this annota@on is specifically for the purpose of this analysis only and does not necessarily represent what would be involved in a curriculum coaching moment. Cri@cal decisions would have to be made around “do now” vs. “explore later” depending on several variables that could include: delivery of the unit plan, collabora@on and consensus, alignment of the unit as a whole versus a pinpoint alignment moment, opportuni@es for growth over @me, further fleshing out of details related to curriculum prac@ce vs. design, how this unit is situated both ver@cally and horizontally, etc.

C Clarity and Transparency

are important. Is what you intend apparent to others?

L

Is Lively and Dynamic instruc@on apparent?

E

Do your assessments provide Evidence that

skills have been mastered? Big Ideas answered?

A Does your Alignment represent a balance in

content, skills, and

assessments?

R Compared to the previous

version of your unit, is the new one Robust, Hearty, and Strong?

America’s Beginnings (11th Grade) Essen3al Ques3ons: How does Geography influence culture? What causes people to revolt?

Content: Early Geography, Colonial Experience, French/Indian War, Events leading to the American Revolu3on, War for Independence. How have the na3on’s physical and human characteris3cs influenced the development of the United States? What was the economic rela3onship of the colonies to Europe during this period; how was it beneficial/detrimental to the colonies? How did Britain’s neglect of the colonies lead to independence?

Skills: • Iden3fy American States, major physical features, and economic zones on a US Map. • Create Venn diagram on different colonial regions. • Cite the causes and effects of the French & Indian War. • Created a 3meline of the events leading to the revolu3on. • Describe the causes and effects of the War for Independence.

Assessments: US Map Assignment Unit 1 – Early Beginnings Test

Resources: Vocabulary Colony, joint stock company, cash crop, French & Indian War, Proclama3on of 1763, salutary neglect, mercan3lism, Stamp Act, Boston Massacre, Lexington & Concord, Con3nental Congress






• Clarity: The content and skills are clear enough to replicate, but much addi3onal informa3on (see alignment sec3on) is needed and what is here needs some clarifica3on, in terms of interconnectedness. • Lively (and Robust): Without the inclusion of ac3vi3es/lessons, there is li9le evidence for depth and engagement, although, there are opportuni3es apparent. (such as upgrading the measurable verbs, engaging in specific vocabulary instruc3on, and leveraging available technology) • Evidence: Without knowing what is on the Unit 1 test, there is li9le wri9en evidence here to support what proficiency looks like. The Map Assignment is not described but seems to support one part of one skill statement. • Alignment: See subsequent slides. Connec3ons need to be more transparent and in depth.


NY1.1: analyze the development of American culture, explaining how ideas, values, beliefs, and tradi3ons have changed over 3me and how they unite all Americans

NY1.3: compare and contrast the experiences of different ethnic, na3onal, and religious groups, including Na3ve American Indians, in the United States, explaining their contribu3ons to American society and culture

NY3.1: iden3fy and compare the physical, human, and cultural characteris3cs of different regions and people

NY3.2: develop and test generaliza3ons and conclusions and pose analy3cal ques3ons based on the results of geographic inquiry

NY1.1h: view historic events through the eyes of those who were there, as shown in their art, wri3ngs, music, and ar3facts.

NY1.1b: know the roots of American culture, its development from many different tradi3ons, and the ways many people from a variety of groups and backgrounds played a role in crea3ng it

RH.11-‐12.4: Determine the meaning of words and phrases as they are used in text, including analyzing how an author uses and refines the meaning of a key term over the course of the text.

RH.11-‐12.8: Evaluate an author’s premises, claims, and evidence by corrobora3ng or challenging them with other informa3on.



Skills: • Iden@fy American States, major physical features, and economic zones on a US Map. • Create Venn diagram on different colonial regions. • Cite the causes and effects of the French & Indian War. • Created a 3meline of the events leading to the revolu3on. • Describe the causes and effects of the War for Independence.

NY3.2: develop and test generaliza3ons and conclusions and pose analy3cal ques3ons based on the results of geographic inquiry

NY1.1b: know the roots of American culture, its development from many different tradi3ons, and the ways many people from a variety of groups and backgrounds played a role in crea3ng it






Aside from the standards, and based solely on the content and skills evidenced here, there is a lot of informa@on for only two assessments. Without the explana@on here, some clarifica@on is needed on what the map assignment is assessing and whether or not the depth and rigor of that assignment is developmentally appropriate. The crea@on of the Venn diagram, the crea@on of a @meline of events, and the compara@ve analysis of cultures are opportuni@es to engage ALL of the CCR capaci@es in some way, and to explore the opportuni@es of assessing in different ways with mul@ple types of media.

Endnote: While there may be several areas of improvement in this unit plan, the cri3cal “do now” element is a more specific alignment to the standards. Perhaps there are other standards to align the already included content and skills to? When the standards issue is improved, the “do next” moment may include upgrading the measurable verbs, instruc3onal targets, and descriptors to evidence lively and robust instruc3on. (That could include ac3vi3es, too!) Further “explore later” moments would include specific vocabulary instruc3on, more forma3ve assessment opportuni3es, an analysis and upgrade of the current assessments, and an ar3culated alignment to the College and Career Readiness capaci3es.

Let’s look at the next one together: Use Today’s Meet to par3cipate in the discussion. h9p://www.todaysmeet.com/update

C Clarity and Transparency

are important. Is what you intend apparent to others?

L

Is Lively and Dynamic instruc@on apparent?

E

Do your assessments provide Evidence that

skills have been mastered? Big Ideas answered?

A Does your Alignment represent a balance in

content, skills, and

assessments?

R Compared to the previous

version of your unit, is the new one Robust, Hearty, and Strong?

Reminder:

Consider what else might be useful to know: • How this unit is situated in the instruc@onal sequence. • Whether or not the content, skills, and assessments are grade level appropriate. • Whether or not there is a clear alignment to the standards. • How the assessment is measuring proficiency with the intended skills and content.

What would be your: Do Now Do Next

Explore Later Moments?


Ques3ons?

(Physical or Virtual!)


updating content and assessments - curriculum21 · whatdo%you%think%the%most...

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