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Setting Up a Standards-Based Classroom. Buck Evans Assistant Superintendent for Operations. Cognitive Complexity. Based on Bloom’s Taxonomy. Bloom’s Taxonomy of Learning. Phases 1 & 2. Phase 3. Critical Questions for Learning. Where is the learner going?. - PowerPoint PPT Presentation
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Setting Up a Standards-BasedClassroom
Buck EvansAssistant Superintendent for Operations
Cognitive ComplexityBased on Bloom’s Taxonomy
Bloom’s Taxonomy of Learning
Higher Order Thinking Skills
Evaluation
Synthesis
Analysis
Application
Comprehension
KnowledgeLower Order Thinking
Skills
Critical Questions
for Learning
1. What knowledge and skills should every student acquire as a result of this class, course, or grade level and how deeply should they know and/or be able to do?
Where is the learner going?
power standards, unpacking, learning targets, essential questions
Where is the learner now?2. How will we know each student has acquired the
essential knowledge and skills at the level of rigor standards require?rubrics, checklists, formative assessments, pre- & post-tests
How to close the gap?3. How will we respond when some students do
not learn?4. How will we respond when some students have clearly achieved the intended outcomes?teacher / team analysis of data + lesson/unit (re-)design
Phases
1 & 2
Phase 4
Phase 3
Webb’s Depth-of-Knowledge Levels
Recall &
Reproduction
Skills &
Concepts
Strategic Thinking/ Reasoning
Extended Thinking
DOK 1 DOK 2 DOK 3 DOK 4
Learning Progression Behaviors
Creating*Generating new ideas, products, or ways of viewing things, designing, constructing, inventing.
EvaluationSynthesis
Justifying a decision or course of action, checking, hypothesizing, critiquing, experimenting, judging.
AnalysisBreaking information into parts to explore understandings and relationships, comparing.
ApplicationUsing information in a familiar situation, implementing, carrying out.
Comprehension
Explaining ideas or concepts classifying, summarizing, paraphrasing.
KnowledgeRemembering, recalling information, recognizing, listing, selecting.
*Updated by Lorin Anderson in 2001
4321
Frequency Rubric Cognitive Demand Progression Rubric
The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.
1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.
Frequency Rubric Cognitive Demand Progression Rubric
The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.
2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.
The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.
1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.
Frequency Rubric Cognitive Demand Progression Rubric
The learner frequently demonstrates the ability to understand characterization by describing the character’s actions.
3The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions.
The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.
2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.
The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.
1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.
Frequency Rubric Cognitive Demand Progression Rubric
The learner always demonstrates the ability to understand characterization by describing the character’s actions.
4The learner demonstrates the ability to evaluate characterization by critiquing the character’s actions, based on his personality.
The learner frequently demonstrates the ability to understand characterization by describing the character’s actions.
3The learner applies understanding of characterization by determining how a character may behave in a new situation, based on his/her actions.
The learner sometimes demonstrates the ability to understand characterization by describing the character’s actions.
2The learner demonstrates the ability to comprehend characterization by describing the character’s actions.
The learner rarely demonstrates the ability to understand characterization by describing the character’s actions.
1The learner demonstrates limited knowledge of characterization by listing the character’s actions without reference to the character’s personality.
Depth-of-KnowledgeDiscuss the fundamental difference
between a frequency rubric and a cognitive demand rubric.
What are the implications to you when moving from a frequency rubric to a cognitive demand rubric?
Power StandardsQuintessential knowledge and
skills students need to learn at each grade level
Common Core Standards
Aim of the Organization
Goals & Measures Aim of the
Organization
Goals & Measures
With Power Standards
Without Power Standards Aligned Acts of Improvement
Random Acts of Improvement
Common Core Standards English Language Arts
Grade 3 Reading StandardsLiterature – 10Informational text – 10Foundational skills – 3
Grade 3 Writing Standards1 – has 4 sub-parts4 – 10
Grade 3 Speaking and Listening Standards6
Common Core Standards English Language Arts
Grade 3 Reading StandardsConventions -- #1 has 9 sub-parts, #2 has
7 sub-parts, and #3 has 2Vocabulary Acquisition -- #4 has 4 sub-
parts,#5 has 3
Grade 3 Math Standards25 with numerous sub-components
Webb’s Depth-of-Knowledge Levels
LEVEL 1 Recall & Reproduction
Recall of a fact, term principle, concept, or perform a routine procedure
LEVEL 2 Basic Application of Skills/Concepts
Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs
LEVEL 3 Strategic ThinkingRequires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer
LEVEL 4 Extended Thinking
An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources.
Why DOK?• OSPI uses Depth-of-Knowledge levels
to ensure that MSP & HSPE questions include a range of cognitive complexity.
• Federal government requires that states include Depth-of-Knowledge as a component in assessment design.
• Research tells us that students learn skills and acquire knowledge more readily when they understand concepts more deeply, recognize their relevance, and transfer learning to new or more complex situations. ** National Research Council. (2001). Pelegrino,J., Chudowsky,N., & Glaser,R.(Eds.)
Knowing what students know: The science and design of educational assessment.
Initial Misconceptions…DOK is NOT about difficulty: a difficult problem
or task does not necessarily involve deep knowledge or complexity of content.
o Adding 4,678,895 + 9,578,885 may be more difficult than 4+4, but both are DOK1
o Restating an abstract theory may be more difficult than restating a simple fact, but both are DOK1 NOT about prescribing according to
ability or age: Some wrongly conclude DOK1 is for the “low group” and DOK4 is for the “highly capable” or DOK1 is for elementary while DOK3-4 is for high school.
Test Drive the Matrix for“INSTRUCTION TASKS”
Place instructional tasks that scaffold learning & guide each
student progressively toward deep proficiency of this standard on the
Bloom/Webb Matrix.
Example C: Construct and interpret line graphs.
3
1Identify components of line
graphs2
Construct a line graph3
Interpret a line graph
Do your performance levels have meaning?
What does each performance level mean in relation to the standard(s) students have to meet?
90% - 100%
A 4?
The student has completed proficient work in all learning objectives and advanced work on some of the learning targets.
80% - 90%
A - 3
A-3 means the student has completed proficient work on all the learning objectives.
A grading or performance level system should not be based on the inappropriate use of averages.
Using Averages
Using attendanceEffortBeing a good “kid”
What does each performance level or grade indicate in regard to student proficiency to:
the Parentsthe Teachers of later courses in
sequence
the Student
Traditional Grade Book
Name Homework Average Quiz 1 Chapter 1 Test
John 90 65 70
Bill 50 75 78
Susan 110 50 62
Felicia 10 90 85
Amanda 95 100 90
Standards-Based Grade Book
NameObjective 1:
Write an alternate ending for a story
Objective 2: Identify the elements of a story
Objective 3: Compare and contrast two stories
John Partially proficient Proficient Partially Proficient
Bill Proficient Proficient Partially Proficient
Susan Partially Proficient Partially Proficient Partially Proficient
Felicia Advanced Proficient Proficient
Amanda Partially Proficient Advanced Proficient
Traditional Grade Book
Name Homework Average Quiz 1 Chapter 1 Test
John 90 65 70
Bill 50 75 78
Susan 110 50 62
Felicia 10 90 85
Amanda 95 100 90
Homework
Assigned problems, assignments, and activities should be directly linked to learning targets.
Students should be able to ask and answer:
Do I know this?Can I do this?
It is critical that homework have direct correlation to the learning target(s).
Assessing Students (Refereeing)
Struggling students should have the opportunity to retest.
Assessment should take place when you are confident that a reasonable number of your students will score at the proficient level.
Standards-based performance levels or grading should:
Identify the concise set of standards for content/subject
Provide a precise definition of what meeting proficiency looks like
Define quality
Understanding Standards-Based Grading
No teacher can use standards-based grading without clear standards.
Motivate students so they will want to do betterUsed to ensure compliance
Assign a letter or number to the amount of learning which has occurredShow progress in relation to identified standards
Quantify what a student has learned and is able to complete
Provide feedback so students will know what they need to do next or do better to be proficient
What is the purpose of the report card?
What is the difference between… Students who earn a 4 (A) Students who earn a 3 (B) Students who earn a 2 (C) Students who earn a 1 (D)
Calculate the final grade or level for a student who received the following:
2 (C) MA Missing Assignment
2 (C) MA Missing Assignment
Missing Assignment
3 (B)
1 (D) 4 (A)2 (C) 2 (C)3 (B)
Final level/grade would be?
Answer is based on? The teacher’s grading/assessment policy
At Minimum Assessment/Grading/Level Standards Should Be Based On
Accuracy
Fairness
Effectiveness
AccuracyThe use of Zero or no credit
On a 100 point scale90-100 = a 4 a an A80- 89 = a 3 or a B70-79 = a 2 or a C60-69 = a 1 or a D
Interval Between the Performance Levels or Grades
4 to 3 A to B 3 to 2 B to C 2 to 1 C to D 10 points
If the Student Receives a Zero or No Credit The interval is from a Level 1 or D to Zero
Equates to:
A Six Fold Penalty
When compared to the other levels or grading intervals
Equating the TwoA Level 1 or a D is considered sub-standard or unacceptable.
The failure of not turning in work at all is considered egregious or appalling.We are then required to defend that egregious or appalling is six times as bad as unacceptable.
Ultimate Impact Should students lose credit or
not matriculate to the next grade level because of Zeros?
Using Zeros would be based on a misplaced mathematically inaccurate grading policy.
Fairness Equating quiet compliance with proficiency
Being a “good kid”
I know she knows this even though the test results do not bear it out
The bless her heart syndrome
Effectiveness
Do your grading and assessment practices improve student achievement?Or as Richard Stiggins would ask – do your assessment beliefs support “of learning or for learning”?
Effectiveness: The Quintessential Question
Were my students this year more engaged, responsive, responsible, and successful than in previous years?
If so, then…
Your grading and assessment policies are adequate
Effectiveness: Feedback is…
They were either victorious or failed (died) at the end of each game
One of the best ways to improve performance Familiar to students who are
growing up playing video games – They receive feedback that is:
ImmediateSpecificAnd often brutal...
Effectiveness:Feedback
From the student’s perspective feedback is not calculating an average or a final score on an assessment.But to inform them on how they can improve on their next attempt to…rule the universe.
Assessment and Grading Improvement
Suspend the use of averages
Stop using Zero
Provide regular, relevant, just-in-time feedback
Assessment and Grading Improvement
In essence educators can be…
AccurateFair
Effective
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