Classroom Assessment: Concepts and Applications Session 1 The Breadth of Classroom Assessment.

Classroom Assessment: Classroom Assessment: Concepts and ApplicationsConcepts and Applications

Session 1Session 1

The Breadth of Classroom The Breadth of Classroom AssessmentAssessment

Assignments:Ed 4320

A. Bloom’s Taxonomy

• You will choose a children’s book appropriate for use in grades 1-5.

• Choose two objectives from the Alabama English Language Arts (ELA) Course of Study 2010.

• Write one question for each objective for each of Bloom’s six levels.

B: Teaching Unit Plan• Topic• Subject/grade level• Standards: National and State• Unit Objectives• Total of 7 lessons with 3 written in detail• Assessment: Formative and Summative• Illustration of bulletin board• Copies of all handouts and a description of all materials

and equipment needed to teach the unit• List of sources in APA format

C: State Testing Notebook• Notebook with 7sections:

– DIBELS– Alabama Reading and Math Test +– Alabama Science Assessment– Alabama High School Graduation Exam– Alabama Alternate Assessment– National Assessment of Educational Progress– State Accountability Program

• Summary per test that includes:– Overview of Test– Development of Test– Grades tested– Accommodations for special populations– Scoring information– How the test is used in state initiatives– If/how the test is used in state accountability program– References in APA style

D: Power Point Presentation

Power point: 15 minute presentationon one of the following:

– DIBELS– Alabama Reading and Math Test– Alabama Science Assessment– Alabama High School Graduation Exam– Alabama Alternate Assessment– National Assessment of Educational Progress– State Accountability Program

Please bring a copy of your presentation for duplication for the class.

E: Test Bank Assignment– Develop 6 objectives for a unit of instruction. – Of these 6….

• One must be assessed using 5 multiple-choice items• One must be assessed using 5 true-false items• One must be assessed using 5 short answer or completion• One must be assessed using a set of matching items• One must be assessed using a set of interpretative items• One must be assessed using a single essay item.

– Write a scoring key and identify the cognitive level of each question according to Bloom’s Taxonomy.

F: Rubric and Performance Assessment Collection/Construction

– Part 1: Assemble the following:• 10 rubric examples• 10 performance assessment examples

– Part 2:• Read the “Guide to Writing a Basic Essay”

– Develop a rubric for assessing an essay written according to those instructions

– Develop a rubric or checklist for assessing the oral presentation of the essays

TESTTEST ASSESSMENTASSESSMENT=/

Classroom assessment Classroom assessment encompasses much more than encompasses much more than

tests and quizzes!tests and quizzes!

What is Assessment?What is Assessment?

Assessment: a broad and continuous process of collecting, synthesizing

and interpreting information to aid in

decision making.

PURPOSES OF ASSESSMENT1. Establishing a classroom that supports learning

Helping students learn well and maintaining rules for respect in the classroom

2. Planning and conducting instruction3. Placing students

Dividing students into groups, organizing students into cooperative learning groups, pairing or grouping students for class projects or recommending teachers for students

4. Providing feedbackObservations and feedback intended to alter and improve students’ learning are called formative assessment.

5. Diagnosing student problems and disabilitiesTo identify, understand, and address students’ misconceptions and learning difficulties.

6. Summarizing and grading academic progressGrading or making final decisions about students’ learning at the end of instruction—summative assessment.

a. Assigned grades to her students’ science tests on the planets

b. Referred Aaron to the Special Ed Department to be screened for poor gross motor skills

c. Completed the monthly school progress report on each student in the class

d. Moved Tamika from the middle to the high reading group

e. Selected Rosa, not Sarah, to deliver a note to Mr. Brown, the principal

f. Decided on topics to cover in next Monday’s math lesson

g. Met with the special education teacher to review the accommodations Mauricio needed when taking a test

h. Stopped the planned language lesson halfway through the period in order to review the previous day’s lesson

i. Formed a reading group for 3 students who were progressing more slowly than their classmates

j. Rearranged the class seating plan to separate Jamar and Ramon and to move Claudia to the front of the room so she could see the board better

k. Called on Kim twice even though her hand was not raised.

l. Studied the statewide writing standards to determine what topics to emphasize in instruction

m. Switched social studies instruction from discussion to seatwork when the class became bored and unruly

n. Encouraged Jing to redraft his English composition to correct spelling and grammar errors

o. Decided to construct her own test for the social studies unit rather than using the textbook test.

p. Checked with the school counselor regarding possible reasons for Miguel’s increasingly inattentive class behavior

q. Paired Kim, a class isolate, with Aretha, a class leader, for the project in Social Studies

r. Send Ralph to the principal because he swore at a teacher and threatened a classmate

s. Held a parent-teacher conference with Ivan’s parents in which she told them that he was a capable student who could produce better work than he had thus far

t. Consulted with last year’s standardized test scores to determine whether the class needed a review of the basic rules of capitalization

1. Establishing a classroom that supports learning

Selected Rosa, not Sarah, to deliver a note to Mr. Brown, the principal

Rearranged the class seating plan to separate Jamar and Ramon and to move Claudia to the front of the room so she could see the board better

Called on Kim twice even though her hand was not raised.

Switched social studies instruction from discussion to seatwork when the class became bored and unruly

Checked with the school counselor regarding possible reasons for Miguel’s increasingly inattentive class behavior

Send Ralph to the principal because he swore at a teacher and threatened a classmate-

2. Planning and conducting instruction

Decided on topics to cover in next Monday’s math lesson

Stopped the planned language lesson halfway through the period in order to review the previous day’s lesson

Studied the statewide writing standards to determine what topics to emphasize in instruction

Consulted with last year’s standardized test scores to determine whether the class needed a review of the basic rules of capitalization-

3. Placing students

Moved Tamika from the middle to the high reading group

Formed a reading group for 3 students who were progressing more slowly than their classmates

Paired Kim, a class isolate, with Aretha, a class leader, for the project in Social Studies-

4. Providing feedback

Completed the monthly school progress report on each student in the class

Called on Kim twice even though her hand was not raised.

Encouraged Jing to redraft his English composition to correct spelling and grammar errors

Held a parent-teacher conference with Ivan’s parents in which she told them that he was a capable student who could produce better work than he had thus far-

5. Diagnosing student problems and disabilities

Referred Aaron to the Special Ed Department to be screened for poor gross motor skills

Met with the special education teacher to review the accommodations Mauricio needed when taking a test

Checked with the school counselor regarding possible reasons for Miguel’s increasingly inattentive class behavior-

6. Summarizing and grading academic progress

Assigned grades to her students’ science tests on the planets

Decided to construct her own test for the social studies unit rather than using the textbook test.-

Cycle of Assessment and Instruction

Assessment in the Classroom Occurs for 3 Major Domains: Page 4

• Cognitive Domain

Intellectual activities such as memorizing, interpreting, critical thinking, etc.

• Affective Domain

Feelings, attitudes, interests, and emotions

• Psychomotor Domain

Physical activities and actions in which students must manipulate objects

Three Phases of Classroom AssessmentEarly Assessment Instructional

AssessmentSummative Assessment

Purpose

Timing

Evidence-gathering method

Type of evidence gathered

Record keeping

The Process of Assessment: Page 9

test

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mea

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men

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Testing(information gathering)

• Testing is a formal, systematic procedure for gathering information.

• Testing methods include paper-and-pencil tests, portfolios, projects and observations.

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Measurement(grading)

• The process of quantifying or assigning a number to a performance or trait.

• Example: A numerical score on a quiz, such as “Jackie got 17 out of 20 items correct on the test.”

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Evaluation(rewarding)

• The process of judging the quality or value of a performance or a course of action, such as the quality of a student’s essay.

• An evaluation is the product of assessment that produces a decision.

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I hope I do well enough to move up to the Red Bird group!

Three Ways to Collect DataPage 10

• Student Products

• Observation Techniques

• Oral Questioning Techniques

11stst: Student Products : Student Products

• Involves students creating products or artifacts.

• Includes:– Homework– Worksheets– Essays– Book Reports– Science Projects– Lab Reports– Artwork– Tests & Quizzes

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3 Forms of Student Products3 Forms of Student Products

• Selection items: multiple choice, true-false, matching

• Supply items: short answer, fill in the blank, essay

• Performances: book reports, journal entries, portfolios, science experiments, class projects

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22ndnd: Observation Techniques: Observation TechniquesPage 11Page 11

• Formal & planned in advance involves purposefully watching a particular set of student behaviors.

• Informal & unplanned involves spontaneous observations of student behaviors & expressions.

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“watching and listening”

33rdrd: Oral Questioning Techniques: Oral Questioning TechniquesPage 12Page 12

• Provides a great deal of formal and informal information about students.

• Used during and after instruction to:– Monitor progress– Review information– Engage students

1/6 “Why do you think the author ended her story that way?”

2/6 “Explain to me in your own words what an improper fraction is.”

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33rdrd: Oral Questioning Techniques: Oral Questioning Techniques



3/6 “Jack, did you call Ron a mean name?”

4/6 “Raise your hand if you can tell me why this answer is incorrect.”

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33rdrd: Oral Questioning Techniques: Oral Questioning Techniques



5/6 “Who can summarize yesterday’s discussion about the water cycle?”

6/6 “Why don’t you have your homework today?”

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ArticleNotebook, Tab 4, pages 8-13

Feedback That FitsBy Susan M. Brookhart

Assessment ProceduresAssessment ProceduresPage 12Page 12

Standardized Nonstandardized

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Standardized or Nonstandardized?Read each item and write S if the items refers to standardized testing

or N if it refers to nonstandardized testing. Use page 13 of your textbook to help you.

1.___a teacher constructs her own test for a science unit2.___ACT3.___scoring procedures and interpretations are the same for all

students4.___constructed for use in a single classroom with a single group of

students5.___the teacher observes his chemistry students during their lab

experiments6.___constructed for use in many different classrooms7.___constructed in such a way that the administration is always under

identical conditions 8.___important when information from the assessment is to be used for

the same purpose across many different classrooms and locations9.___weekly spelling test10.__Cooperative group project

Standardized or Nonstandardized?Read each item and write S if the items refers to standardized testing

or N if it refers to nonstandardized testing. Use page 13 of your textbook to help you.

1.___a teacher constructs her own test for a science unit2.___ACT3.___scoring procedures and interpretations are the same for all

students4.___constructed for use in a single classroom with a single group of

students5.___the teacher observes his chemistry students during their lab

experiments6.___constructed for use in many different classrooms7.___constructed in such a way that the administration is always under

identical conditions 8.___important when information from the assessment is to be used for

the same purpose across many different classrooms and locations9.___weekly spelling test10.__Cooperative group project

NSS

N

N

SS

S

NN

Standardized AssessmentsStandardized AssessmentsPage 12Page 12

• Intended to be administered, scored, and interpreted in the same way for all test takers.

• Aim to ensure fair comparisons among students in different schools and states.

ACT SAT

Stanford Achievement Test

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Nonstandardized AssessmentsNonstandardized Assessments Page 12Page 12

• Teacher-made assessments that are developed for a single classroom with a single group of students and are not used for comparison with other groups.

• Include:– Formal assessments such as pencil-and-paper

tests

– Unplanned observations of students

– Class discussions

– Projects

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Educational Standards: Educational Standards: Page 14Page 14To set common goals for instruction and criteria for To set common goals for instruction and criteria for

performance to which all schools and students are held.performance to which all schools and students are held.

Content Standards(aka curriculum frameworks or standards of learning)

Define the knowledge & skills students are expected to develop in a given subject area and grade level

Performance StandardsDefine how well students are expected to know and perform the skills included in the content knowledge

Standards-Based TestingStandards-Based Testing

• In most cases, performance standards are measured by standards-based tests administered by the state

• The federal No Child Left Behind Act of 2002 mandates that all states are expected to develop & meet educational standards

State Testing

Program

Mr. FarrisMr. Farris

• Unit on long division with remainders

• Test: items similar in content, format, and difficulty

• Selects 10 items that represent his teaching

• Administers the test and scores the test on a scale of 0 to 100

ValidityValidity

• Validity is concerned with whether the information being gathered is relevant to the decision that needs to be made.

• Concerns about validity pertain to all classroom assessment, not just to those involving formal, paper-and-pencil techniques.

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Validity ExampleValidity Example

• A teacher determines a student’s ability by observing his classroom work over a period of time.

• A teacher determines a student’s ability by the section of the city he comes from.

Which teacher behavior is valid? Why?

Why is the other teacher behavior invalid?

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ReliabilityReliability

• Refers to the stability or consistency of assessment information, i.e., whether it is typical of a student’s behavior.

• Is not concerned with the appropriateness of the assessment information collected, only with its consistency, stability, or typicality. Appropriateness is a validity concern.

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Reliability ExampleReliability Example

• A teacher includes two (2) long division questions on his math test.

• A teacher includes ten (10) long division questions on his math test.

Which teacher obtains reliable information about his students’ achievement?

Why?

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Ethical ResponsibilitiesEthical ResponsibilitiesPage 20Page 20

• Make fair & impartial decisions.• Construct fair & clear assessments.• Motivate students.• Teach students the types of

assessment formats.• Provide students opportunities to

practice testing approaches.• Make reasonable accommodations

for students with disabilities.

Self-Assessment 1/3Self-Assessment 1/3

You are teaching your first unit on the water cycle and it starts next week. You want your students to be highly motivated and learn a lot from the unit. In planning the course you begin by pulling together the most interesting content and interactive learning activities you can find to fill up a semester’s worth of instruction. WHAT

IS MISSING?

Self-Assessment 2/3Self-Assessment 2/3You have been teaching a unit on the Civil War for

three weeks and things have been going well. It is time for the first test and you want to give it

the first thing in the morning in class. It is now 5 pm and you have several errands to do on your way home, but you need to develop the test first.

You quickly flip through the teachers manual that accompanies the textbook and pick out 30 test questions provided for the three chapters

you have covered thus far. There, you have the test ready to go (and it only took 20 minutes!).

WHAT IS MISSING?

Self-Assessment 3/3Self-Assessment 3/3

The instruction is half over in the unit you are teaching about art of the American

Southwest. Your students have started complaining that they do not have a “big picture” of what they are supposed to be learning or how well or how poorly they

are doing.

WHAT IS MISSING?

NO assessment technique is 100% valid

NO assessment technique is 100% reliable

The score you put at the top of your student’s paper is NEVER the student’s true score!

End

Homework: Review of Chapter 1Activity: Interview a teacher about classroom decision making. Ask the teacher:• how he or she learns about students at the start of the school year

•what characteristics are considered

•On what basis are decisions about students made

Review Questions:1.What are the 3 main types of classroom assessment? How do they differ in purpose, timing, and the types of information most likely to be used in carrying them out?

2.Explain the difference between standardized and nonstandard zed assessments:

supply and selection test items:

validity and reliability:

3.How would you explain the concept of validly to a fellow teacher? What examples would you use to make your point?

4.Why are validity and reliability important concerns in classroom assessment? Why is validity more important?

5.What are three ethical responsibilities a teacher has to her or his students? Give an example of how each responsibility might occur in a classroom.

Classroom Assessment: Classroom Assessment: Concepts and ApplicationsConcepts and Applications

Learning About Students:Early Assessment

52

What is a Class?

• A class is a society and a social system.

• It is made up of people who:– Communicate with each other– Pursue common and individual goals– Follow rules of order

What can teachers do to have a smooth beginning of the school year?

What are three important things for a teacher to do at the start of the school year?

1st: Gather Information about Your Students Pages 28-29

• The first days of school set the stage for how well students behave, interact, and learn during the school year.

• No two classes are identical. Particular classrooms differ greatly from one another!

Because of this, teacher judgment is a critical

ingredient of successful classrooms.

• During the first few days of school, teachers use a process called “early assessment” to learn more about the academic, social, and emotional needs of their students.

Early AssessmentPage 29

• Informal observation that provides teachers with general information about students’ characteristics

• Includes observations of student:»Behavior»Academic work»Attitude»Relationships

Questions to Explore• Will the students get along and

cooperate?• Are the students ready for the

curriculum?• What are their strengths and

weaknesses?• Do any students have special needs?• Are any students particularly

disruptive?

Comparison of 2 ClassroomsPage 31

Classroom A30 studentsStudents’ abilities clustered at three

disparate levelsRange of socioeconomic backgroundsParent pressures for multicultural

learningBalanced gender mixSeparate art and music programs in

another classSpacious, quiet roomNearly all students together for

several yearsIndividual student desksClassroom aide available

Classroom B16 studentsFairly homogeneous student

abilitiesA few students who crave

attention and a few who seem extremely shy

Uniformly middle classParent pressure for high gradesPredominantly boysNo separate art or musicSmall room with noise from class

next doorMost students meeting each

other for the first timeTables and chairsNo classroom aide

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Early Assessment Sources

What Students Say•Responses to questions•Class discussion•Interaction with others•Early oral reports

What Students Do•Early homework assignments•In-class tasks

What Students Write

•Early written homework assignments•Early or prior journals•Early or prior tests•Prior portfolios

Potential Information

•Attention span•Oral fluency•Politeness•Vocabulary•Ease of participation•Anxiety•Ability to respond to prompts•Tendencies to talk out of turn in class


•Attention span•Ability to complete work on time•Ability to follow directions•Level of performance•Ability to get along with others


•Organizational abilities•Use of logic•Neatness•Penmanship•Level of performance

Some common early assessment sources and what information they may yield

Early Assessment SourcesPage 32

• Formal Sources– School Records– Standardized Test Scores

• Informal Sources– Personal Observations– Comments from Other Teachers

Forming Student DescriptionsPage 34

On the basis of information teachers collect during the first days of class, they often synthesize their early assessments

into general descriptions of students.

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“Jamella (a second grader) has had an exceptional beginning of school. She does her work very well and on

time, raises her hand to answer questions, and seems to be

enjoying school. This is not the case for many of the new second

graders.”

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“Joslyn (a fifth grader) walks into class each day with a worried and tired look on her face. Praising her work, or even the smallest positive action, will bring a smile

to her face, though the impact is brief. She is inattentive, even during the exercises we do step-by-step as a class. She is shy, but sometimes will ask for help. But before she gives herself a chance, she will put her head down on her desk and close her eyes. I

don’t know why she lacks motivation so severely. Possibly it’s a chemical imbalance or maybe problems

at home. She will probably be this way all year.”

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“Alfredo (an eighth-grader) is a smooth talker, a Casanova. He is a nice dresser, a nice kid with a head on his shoulders. Unfortunately he is very unmotivated, most likely because of his background. He’s street smart, loves attention, and has a good sense of humor. He is able to “dish it out” but can also take it. Alfredo is loud in class but not to the point of disruption; he knows where to draw the limit. If only he had some determination, the kid could go a long way.”

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“Larinda (an eleventh-grader) is athletic and

good natured. She flirts with the boys and

sometimes with her teachers. She doesn’t go

beyond the bounds of good taste and is

respectful in class. Her ability is average.”

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Forming Student DescriptionsPage 34

Student descriptions include:• Informal information• Academic and nonacademic factors• Many dimensions of behavior &

background• Predictions about student performance

Early Assessment CharacteristicsPage 36

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• Early assessments form the basis for many important judgments made throughout the school year.

• Teachers have an ethical responsibility to make them as valid and reliable as possible.

Concerns About Accuracy & ValidityPage 36

The General Problemwith Early Assessment

Page 37

A process that is based upon quickly-obtained, often incomplete evidence has the potential to

produce incorrect, invalid, and unreliable decisions about students.

There are 4 points about the effects of early assessment that

teachers should keep in mind!

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Ethics Challenge #1

• Teachers’ initial impressions of their students tend to remain stable over time.

• Teachers will act to maintain their impressions of students, even in the face of contradictory evidence.

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Ethics Challenge #2

• Teachers are fairly accurate in their first predictions about students’ academic performance.

• However, teachers’ accuracy about students’ personalities, interests, emotions, motivation, self-concepts, and social adjustment is lower.

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Ethics Challenge #3

• Teachers unintentionally transmit their early assessments to students through:– Tone of Voice– Physical Proximity– Gestures– Seating Arrangements– What other signals can you think of?

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Ethics Challenge #4

• Teachers’ perceptions and expectations can create a self-fulfilling prophecy.

• This causes teachers and students to behave in certain ways, whether or not the original expectation was correct.

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REVIEW

The two main criteria for good assessments are …

validity and reliability.

Validity is concerned with the collection of__________ evidence.

Reliability pertains to collecting _______evidence.

appropriate

enough

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Threats to ValidityPages 38-39

There are 2 main problems that occur during early assessment that

diminish the validity of the information teachers gather.

Threats to ValidityPages 38-39

1. Prejudgment– Prior Information– Initial Impressions– Personal Theories & Beliefs

2. Logical Error

What is Prejudgment?Page 38

• Observer prejudgment can stem from (1) prior knowledge(2) first impressions(3) personal prejudices and often interferes with fair and valid

assessments of students.

What is Logical Error?Page 40

• Logical error occurs when teachers select the wrong indicators to assess desired student characteristics.

• For example, a teacher labels a student “a bully” but doesn’t remember the specific observations that led to that label.

“I could tell that Matthew was going to have trouble working in groups. He did not say a word throughout an entire activity when he was asked to work with three other students. He just sat there, letting his group members make all the decisions and do all of the work.”1. Is poor group working skills the only

interpretation of Matthew’s behavior?2. What are some others?

3. If Matthew had been grouped with a different set of students, would he have behaved the same way?

4. If Matthew had not had an argument with one of his group mates during recess, might he have behaved differently during the small-group activity

Motivatedsmart

shy

aggressivealoof

Because teachers’ labels “stick” to students,It is important that the observations leadingTo a label are valid indicators of that label.

Threats to ReliabilityPage 41

• Inadequate behavior sampling: Too few observations prevent learning about students’ typical behavior and characteristics.– Basing decisions on a single piece of

information– Observing behaviors in one setting

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2nd: Identify Special NeedsPage 42

• Students with special needs are increasingly placed in the same classroom as their peers.

• Teachers help to identify and develop plans to meet the special needs of students.

• Teachers, counselors, parents and others form a network of support.

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Legal IssuesPage 43

Education for All Handicapped Children Act of 1975

• Mandated that all school-age children, including those with disabilities, are entitled to a free public education

• Prescribed assessment procedures and practices for students identified as having special needs.

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Legal IssuesPage 43

Individuals with Disabilities Education Act of 1990 (IDEA)

• Required a free and appropriate education for preschool students with disabilities

• Called for the placement of students with disabilities in the least restrictive environment and to the maximum degree possible, be educated with students without disabilities.

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Common Areas of DisabilityPage 43

• Oral expression• Listening comprehension• Written expression• Reading fluency• Comprehension• Attention deficit

Individual Education Plan (IEP)Page 47

• Focuses on placing students in least restrictive environment

• Specific educational plan developed for students with special needs that describes:

• Student’s current level of educational performance

• Goals• Prescribed services• Degree of inclusion in regular education

programs• Assessment criteria

Required Contents of an IEP1. Information about the student’s current level of

educational performance2. Annual goals and short-term objectives3. Prescribed educational services4. Date services will begin and length of service5. Description of the extent to which the child will

participate in regular education programs6. Justification for placement7. List of individuals responsible for implementation

of the IEP8. Objective criteria, evaluation procedures, and

schedules of determining whether the objectives are being met

3rd: Improve Early AssessmentsPage 48

Some Strategies to Use

1. Be aware of early assessment and its effects on students.

2. Treat first impressions as hypotheses to be confirmed or corrected by later information.

3. Use direct indicators to gather information about students.

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Improving Early AssessmentsPages 50-51

4. Supplement informal observations with more structured activities.

5. Observe long enough to be fairly certain of the student’s typical behavior.

6. Determine whether different kinds of information confirm each other.

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Teachers’ “Daily Dozen”page 49

1. Be consistent.2. Don’t make idle threats.3. Look for reasons behind

misbehavior.4. Be sure they know the rules.5. Check your own feelings about

students.6. Watch your tongue.

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“Daily Dozen” continued7. Don’t make study a punishment.8. Let them know you like them.9. Don’t try to do the impossible.10. Control your temper.11. Don’t be afraid to apologize.12. What you see as delinquent behavior

may be normal behavior in a child’s cultural background.

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What are three important things for a teacher to do at the start of the school year?

1. Gather___________________________

2. Identify__________________________

3. Improve__________________________

information about students

special needs of their students

early assessments

Classroom Assessment: Concepts and Applications

Chapter 3: Lesson Planning &

Assessment Objectives

The central concept of this chapter is that

planning and assessment should be driven by a clear

knowledge of desired objectives about what

students will learn and master.

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Thinking About TeachingPage 56

The purpose of schools is to educate students.

Educate:To help students change in

important and desirable ways; to foster important and

desired student changes.

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Some Vocabulary to KnowCurriculumInstruction

AchievementAbility and

AptitudeCurriculum:The skills, performances, knowledge, and attitudes students are expected to learn in school.

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AchievementAbility and Aptitude

Instruction:The methods and processes actually used to change students’ behavior.

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AchievementAbility and Aptitude

Achievement:School based learningAbility and Aptitude:Broader learning that stems from non-school sources

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Three Steps of the Instructional Process

Page 58

Planning Instruction

Assessing Student

Outcomes

Delivering

Instruction

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Planning Instruction pp.59-64

• Identifying outcomes

• Selecting materials

• Organizing learning experiences

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Delivering Planned Instruction

• Teaching & monitoring the class to make decisions about:– Lesson pace– Reinforcement– Interest– Comprehension

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Assessing Student Outcomes

• Did the students learn what I wanted them to learn?– Useful in assessing the

appropriateness of the learning experiences provided to students

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Instructional Planning

A lesson that fails to take into account the needs and prior

knowledge of the students or that poorly matches desired

outcomes to instructional activities is doomed to failure.X

Comparison of Two Classroom ContextsPage 60

• 22 students• Range of student abilities• Strong student self-control• Good prerequisite skills• Intense parental interest• 10-year-old textbooks• Mandated district curriculum• Poor school library• Small classroom size• Individual student desks• Little colleague support

• 34 students• Mainly low-ability students• Poor student self-control• Range of prerequisite skills• Moderate parental interest• New textbooks• Teacher-selected instructional topics• Excellent school library• Large classroom size• Students sit at four-person tables• Strong colleague support

A B

Notebook: Tab 6, Page 18

Three Things to Consider When Planning Instruction

Page 60

2nd: Teacher Characteristi

cs

1st: Student Characteristics

3rd: Instructional Resources

109

1st: Student Characteristics pp.60-61

Includes:• Level of development:

– Readiness and prior achievement– Independence and socialization– Self-control

• Learning styles• Culture and language• Disabilities

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2nd: Teacher Characteristics p. 62

Includes:• Subject matter knowledge• Personality• Physical limitations• Teaching methods

What is Your Teaching Style?

• Why should I care?

– A narrow repertoire of teaching methods has the potential to limit learning opportunities for students who could learn better from other instructional techniques.

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3rd: Things to Consider: Instructional Resources

pp. 62-63

Includes:• Supplies• Equipment• Space• Teaching aids or volunteers• Texts• Time

Page 43

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Textbooks• Contain many paper-pencil

resources• Have accompanying on-line

resources• Include teaching plans• BUT! Should NEVER be used

exclusively!!

Instructional Resources pp. 62-63

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• Other names:– Learning targets– Educational objectives– Instructional objectives– Behavioral objectives– Student outcomes– Curriculum objectives

• Important in developing lesson plans• Must be identified in order to instruct

and assess

Objectives pp.64-66

You must know where you want to “go” in order to decide how to get there.

That’s what objectives are….your plan for getting “there”.

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Three Levels of Objectives pp.64-66

A. Global Objectives

B. Educational Objectives

C. Instructional Objectives

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Global ObjectivesPage 65

• Also called “goals”– Broad, general, complex – require substantial time and instruction to accomplish.

– Think of them as a target to be reached, or "hit." • Provide a rallying cry that reflects what is

important in education policy.

• Examples:– The student will become a lifelong learner.– The student will become mathematically literate.– Students will learn to use their minds well.

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Educational Objectives

• More specific than global objectives• Narrow enough to help teachers plan and focus teaching• Broad enough to provide a range of possible student

outcomes

• Examples:– The student can interpret different types of social data.– The student distinguishes between facts and hypotheses.– The student can read Spanish poetry aloud.

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Instructional Objectives

• The most specific type of objective.• Focus teaching on narrow topics of

learning in a content area.• Think of them as the “arrows” you shoot

towards your target (goals).

• Examples:– The student can correctly punctuate sentences with 80 % accuracy.– The student can list the names of the first five U.S. presidents.

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Comparing the 3 Levels of Teaching Objectives

Level of Objective

GlobalAnchor

EducationalUnit

InstructionalLesson

Scope Broad Intermediate Narrow

Time to Accomplish

One or more years Weeks or months Hours or days

Function Provide vision Develop curriculum, plan instruction, define suitable assessments

Plan teaching activities, learning experiences, and assessment exercises

Example *The student will acquire competency of worldwide geography.

*The student will be aware of the roles of civics and government in the US.

*The student will know how to repair a variety of home problems.

*The student will gain knowledge of devices and symbols in maps and charts.

*The student will interpret various types of social data.

*The student will use appropriate procedures to find solutions to electrical problems for the home.

*Given a map or chart, the student will correctly define 6 of the 8 representational devices and symbols on it.

*The student can interpret bar graphs describing population density.

*Given a home repair problem dealing with a malfunctioning lamp, the student will repair it.

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Three Domains of Objectives pp. 67-71

• Cognitive Domain intellectual activities

• Affective Domain feelings and emotions

• Psychomotor Domain physical and manipulative behaviors

Cognitive Domain and Bloom’s Taxonomy

Category.

Example and Key Examples:

Knowledge: Recall data or information Recite a policy. Quote prices from memory toa customer. Knows the safety rules.Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Examples: Rewrites the principles of test writing. Explain in oneís own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Use a manual to calculate an employeeís vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

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Using the fairy tale, Using the fairy tale, The Three Little Pigs:The Three Little Pigs:

1. What were the types of homes built by the pigs?

Remembering/Knowledge

2. Why did the 3rd pig’s house remain standing when the other houses did not?

Understanding/Comprehension

3. If bricks were not available, what material would you choose to build your house and why?

Applying/Application

The Three Little Pigs:The Three Little Pigs:

4. What is the relationship between the materials used to build each house and what happened to it when the wolf blew on it?

Analyzing/Analysis

5. How would you judge the wolf’s behavior and why?

Evaluating/ Evaluation

6. How could the ending be rewritten where the wolf comes out ahead?

Creating/Synthesis

Your Turn Your Turn Using the story, Using the story,

Little Red Riding HoodLittle Red Riding Hood

1. How does this story relate to your own life?

Applying/Application

2. The wolf was guilty of committing what crimes?

Evaluating/Evaluation

3. What would happen if the story of Little Red Riding Hood took place in a modern-day city?

Creating/Synthesis

Your Turn Your Turn 4. What do you think Red Riding Hood will do

the next time she meets a stranger?

Understanding/Comprehension

5. What happened to the grandmother in the story?

Remembering/Knowledge

6. Compare this story to reality. What events could not really happen?

Analyzing/Analysis

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Stating and Constructing Objectives:Essential Elements

pp. 71-77

1st: Describes student learning, not activities

Consider these 3 objectives:1. Students will learn to use their minds well,

so that they may be prepared for responsible citizenship, further learning, and productive employment in our nation’s economy.

The student can read Spanish-language poetry.

The student can correctly punctuate sentences.

1.Global

2.Educational

3.Instructional

Consider these 3 objectives:1. Students will learn to use their minds

well, so that they may be prepared for responsible citizenship, further learning, and productive employment in our nation’s economy.

2. The student can read Spanish-language poetry.

3. The student can correctly punctuate sentences.

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pp. 71-77

2nd: Specify the content or skill that students are expected to develop and how they are expected to apply it

Global

Educational

Instructional

Consider these 3 objectives:1. Global Students will learn to use their minds well, so that

they may be prepared for responsible citizenship, further learning, and productive employment in our nation’s economy.

2. Educational The student can read Spanish-language poetry.

3. Global The student can correctly punctuate sentences.

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pp. 71-77

3rd: Specify how students are expected to apply the content.

The student can read Spanish-language poetry.

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pp. 71-77

The content is the noun.

The process or skill is the verb.

See the verbs Listed in Bloom’s ie: add remember explain

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REVIEW OF THE Essential Elements of Objectives

pp. 71-77

• Describes student learning, not activities

• Specifies the content or skill that students are expected to develop and how they are expected to apply it

• Uses specific, narrower verbs

See Page 72

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The intent of an objective is to clearly identify what students are expected to learn in order to…..

1/3 Communicate to others the purpose of instruction

2/3 Help teachers select appropriate instructional methods and materials

3/3 Help plan assessments

The basic requirements for well-stated instructional objectives:

1. Describe a student behavior that should result from instruction

2. State the behavior in terms that can be observed and assessed

3. Indicate the content on which the behavior will be performed

A simple model for preparing instructional objectives is

“the student can” (observable behavior) (content).

1. The students can list three causes of the Civil War.2. The students can solve word problems requiring the sum of two numbers.3. The students can write a correctly formatted and punctuated business letter.4. The students can translate a French paragraph into English.5. The students can count to 20 aloud.6. The students can list three differences between the climates of Canada and

Mexico.7. The students can write balanced chemical equations.8. The students can state the main idea of short stories.9. The students can explain the water cycle in their own words.

A simple model for preparing instructional objectives is “the

students can” (observable behavior) (content).

These extended objectives…

• Take more time to prepare• Are sometimes more difficult to state

prior to the start of instruction• But—they aid in the development of

assessment activities since the conditions and level of performance are clearly defined.

Typical Problems Encountered When Writing

ObjectivesProblems Error Types Solutions

Too vast/complex The objective is too broad in scope or is actually more than one objective.

Simplify/break apart.

False/missing behavior, condition, or degree

The objective does not list the correct behavior, condition, and/or degree, or they are missing.

Be more specific, make sure the behavior, condition, and degree is included.

False givens Describes instruction, not conditions

Simplify, include ONLY ABCDs.

False performance No true overt, observable performance listed.

Describe what behavior you must observe.

http://www.personal.psu.edu/bxb11/Objectives/

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Pull Your Pull Your Teaching Unit Teaching Unit

Plan.Plan.

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Lesson Plans pp. 77-80; See List, page 78

• Components of a Lesson Plan: 1. Educational or Instructional Objectives (Part 2)2. Materials (Part 2: part of detailed lessons)3. Teaching activities and strategies (Part 2: part of

detailed lessons)4. Assessments: Methods for assessing student

progress during the lesson as well as their achievement following the lesson (Part 3)

– Purpose:– Direct instruction, not dictate instruction

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1. Educational Objectives: Part 2• These are also called “targets”by some.

• Descriptions of the things students are to learn from instruction

• What students should be able to do after instruction

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2. Materials: Part 2Descriptions of the resources,Materials, and equipment Needed to carry out the lesson

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3. Teaching Activities and Strategies:Part 2 Description of the things that will take

place during instruction Often includes factors such as identifying how the lesson will

start, reviewing prior lessons, specific instructional techniques to be used (discussion, lecture, etc.), sequence of events, and ending the lesson.

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4. Assessment: Part 3Description of how student

learning from the lesson will be assessed (homework, assignment, oral questions, writing an essay).

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What is the Purpose of Different Instructional Approaches?

• Your instructional approach influences the objectives of instruction and the activities used to help students attain those objectives.

• You need to teach a broader range of outcomes using a broader range of styles that engage students in different multiple intelligences.

• There is more than one way for all students to learn and be assessed.

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Howard Gardner’s Multiple Intelligences pp. 77-78

How do MY students learn best?

• Linguistic (using words)

• Logical (using reasoning)

• Spatial (using images)

• Musical (using rhythms)

• Interpersonal (interactions with others)

• Intrapersonal (meditation or planning)

• Body/kinesthetic (using physical activities)

Pull Your Teaching Pull Your Teaching Unit Plan:Unit Plan:Formative Formative

AssessmentsAssessments

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Formative Assessments “a snapshot of student learning”

How is it done?• Question students in groups• Question students individually• Observe students working on activities• Ask students to share preliminary work• Observe on- and off-task behavior • Review homework, class work, or computer-based reports

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Formative Assessments“a snapshot of student learning”

Many occur naturally in the classroom but it is important for us to consider how information will be collected about student learning as it develops so that formative assessment activities are purposefully built into a lesson.

Planning for formative assessment activities also provides the teacher with an opportunity to anticipate problems.

When creating a lesson plan, teachers should develop strategies and activities for both formative and summative assessment.

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Criteria for Textbook Objectives: pp. 80-84

Before using a textbook to help focus instruction and assessing learning, ask:

• Are the objectives and text materials clearly stated?

• Are they suitable for students in this particular classroom?

• Do they exhaust the kinds of objectives and activities these students should be exposed to?

“the students can” (observable behavior) (content).

Choose the best tools for eating.

Name the basic needs of living things.

Make a model to infer how fossils form.

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Criteria for Textbook Assessment Instruments

Page 82-84

• Do the test items align with the instruction provided to students?

• Do the test items align with the instructional objectives?

• Is the test valid?

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State Content Standards pp. 85-90

• Nearly every state has adopted content standards and has implemented an assessment program designed to measure student achievement of these standards

• Teachers should incorporate the standards into their instructional objectives

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Planning, Special Needs, & Accommodations pp. 90-91

• In some cases, the instructional objectives may need to be modified for some students within a classroom.

• In most cases, students should be provided with the same

accommodations during assessment activities that they receive during instruction.

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Planning for Special Needs and Accommodations:

Page 91

Common Accommodations include:

• More time to complete tasks

• Physical tools or manipulatives

• Creating materials that make text more accessible

Student accommodations are specified in a student’s IEP, 504 Plan, or LEP Plan.

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Common Guidelines to Strengthen Planning and Assessment:

pp. 91-94

• Perform complete early assessments• Use early assessment info when planning• Don’t rely solely on textbooks• Include lower-level and higher-level objectives• Use a wide range of activities and teaching strategies• Align instruction and assessment with objectives• Recognize your own limitations• Plan assessment strategies

H

Classroom Assessment: Concepts and Applications Session 1 The Breadth of Classroom Assessment.

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