Hitting the Target Group A 10-15-13

Hitting the Target

Kimberly Karzen, Nancy Schwerin, Annette Orrico, Marie Gillespie,

Maribeth Coffey-Sears, Jeremy Vrtis

PLT Formative Assessment Team

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Objectives

I will create a clear and understandable vision of the learning target for my students. (Strategy 1)

I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5)

Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute

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Agenda Getting Started

Opening Activity Objectives and Agenda

Designing One TargetNarrowing your Objective Activity

Creating Clear TargetsHow to….. with Bloom’sActivity

Visible Targets

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What is a Learning Target?

“Statements of intended learning” that captures what we want students to know & be able to do. (Also called an essential outcome.)

(Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 42)

Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012). Classroom assessment for student learning: Doing it right-Using it well. Boston: Pearson.

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Have you ever…

• taught a lesson and then had a student ask “what is the point?” or “why do we need to know this?”

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When our learning targets are clear to us as teachers, they are also clear to our students.

Learning Target

(Essential

Outcome)

Student friendly learning target

KUD

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Design lessons to focus on one learning target or aspect of quality at a time. (Strategy 5)

Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute

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• Describe one activity or lesson you love to do with your students.

• Create the learning targets for that lesson.

Prompt

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1.  In what ways does the activity or lesson have one target that is clear for you and the students?2.  In what ways is the activity or lesson unclear for students? (no target, no clear target, too many targets, other distractions)

Questions

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Students are given two parallel lines cut by a transversal.They then must label each angle pair.

Students will then give me examples of each of the angle pairs.

Finally students will then determine the value of each angle.

Target: Make the distinction between the angle pairs.

Writing One Learning Target

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Define iconography and chronology. Identify iconography in a work of art. Use this knowledge of the iconography and chronology to apply to a specific artwork to understand it. Hypothesize why the artist made the work and what they were saying to the audience with the piece.

Target: Explain the role of analyzing iconography and chronology in decoding the meaning of an artwork.

Writing One Learning Target

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Reflect on elements of your activity that can be improved to achieve one target that is clear.

Reflect

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Provide students with a clear and understandable vision of the learning target. (Strategy 1)

Seven Strategies of Assessment for Learning,Pearson Assessment Training Institute

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Formative Assessment Diagnostic

“There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teacher’s teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.”(Sadler, 1989; Gipps, 1994)

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Convert the definition into student-friendly language

I understand that formative assessment is a tool used by both the teacher and student to monitor progress.

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Benefits of Clear Targets for Students

Provides an understanding what they are responsible for learning.

“I will be able to…”

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Essential Outcome:Explain the role of analyzing

iconography and chronology in decoding the meaning of an artwork.  Student-friendly targets:

I can define iconography and chronology. I can identify iconography in a work of art.

Essential Outcomes→ Learning Target→ Student-friendly targetsExample in Art

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Essential Outcome: Identify the five methods of proving triangles congruent.

Learning Targets:I can distinguish all of the triangle congruencies.

I can recommend the proper triangle congruency given visual information.

Essential Outcomes→ Learning Target→ Student-friendly targetsExample in Geometry

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Bloom’s Taxonomy

Level I KnowledgeList who were the main…

Level II ComprehensionExplain what is happening….

Level III ApplicationApply what you learned to develop…

"Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."

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Bloom’s Taxonomy

Level IV AnalysisMake a distinction between….

Level V SynthesisFormulate a theory for…

Level VI EvaluationAssess the importance of…

"Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."

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Writing Learning Targets Directions

Write one learning target for each of the Bloom Levels, this does not need to be all for the same lesson, unit or class

We will then write the levels on the posters around the room

We will then do a gallery walk and star the clear targets and question marks on the unclear targets

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Star

Questioned

Gallery WalkWhat learning targets do you think are clear?

What learning targets do you think are unclear?

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Do You Keep Targets Visible For The Entire Lesson?

Other Suggestions?

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Teach students to self-assess and set goals.

Engage students in self-reflection, and let them keep track of and share their learning.

Use examples and models of strong and weak work.

Offer regular descriptive feedback.

Teach students focused revision.

Provide students with a clear and

understandable vision of the learning target.

Design lessons to focus on one learning target or aspect of quality at

a time.

7 Strategies of Assessment of Learning

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Objectives

I will create a clear and understandable vision of the learning target for my students. (Strategy 1)

I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5)

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Resources

Chappuis, Jan. Seven Strategies of Assessment for Learning. Boston: Pearson Education, 2009. Print

Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. (2012). Classroom assessment for student learning: Doing it right-Using it well. Boston: Pearson

http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/BloomsTaxonomyActionVerbs.pdf