I n s t r u c t i o n a l D e s i g n P r o j e c t Creating an authentic assessment task

By Anja Junginger EDTECH 503

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Table of Contents

Synthesis/Reflection Paper .......................................................................................................... 3 Part 1. Topic .................................................................................................................................... 5 Part 1a. Stated learning goal .................................................................................................... 5 Part 1b. Description of the audience ........................................................................................ 5 Part 1c. Rationale ..................................................................................................................... 5 Part 2. Analysis Report .................................................................................................................... 7 Part 2a. Description of the Need .............................................................................................. 7

Part 2a.1 Needs Analysis Survey ......................................................................................... 7 Part 2a.2 Needs Analysis Data Report ................................................................................. 7

Part 2b. Description of the Learning Context ........................................................................... 8 Part 2b.1: Learning context .................................................................................................. 8 Part 2b.2: Transfer context ................................................................................................... 9 Part 2c. Description of the Learners ..................................................................................... 9

Part 2d. Task Analysis Flowchart ........................................................................................... 11 Part 3. Planning ............................................................................................................................. 12 Part 3a. Learning Objectives (list) .......................................................................................... 12 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan ............................. 13 Part 3c. ARCS Table (Keller) ................................................................................................. 16 Part 4. Instructor Guide ................................................................................................................. 17 Introduction .................................................................................................................................. 17 Body .............................................................................................................................................. 19 Part 1: Atlas and planner alignment (1 hour) ......................................................................... 19 Part 2: Identifying real-world contexts and concepts (1 hour) ................................................ 20 Part 3: Creating a summative task (1 hour) ........................................................................... 23 Conclusion ..................................................................................................................................... 24 Part 5. Learner Content ................................................................................................................. 25 Part 5a. Learning materials .................................................................................................... 25 Part 5b. Formative and/or Summative Assessment materials ............................................... 26 Part 5c. Technology Tool Justification ................................................................................... 26 Part 6. Formative Evaluation Plan .................................................................................................. 28 Part 6a. Expert Review .......................................................................................................... 28 Part 6b. One-to-One Evaluation ............................................................................................. 29 Part 6c. Small Group Evaluation ............................................................................................ 29 Part 6d. Field trial ................................................................................................................... 30 Part 7. Formative Evaluation Report .............................................................................................. 30 Part 7a. Evaluation Survey or Rubric ..................................................................................... 30 Part 7b. Report the results of the expert review ..................................................................... 31 Part 7c. Comments on Change .............................................................................................. 38 Part 8. AECT Standards Grid ........................................................................................................... 40 References ............................................................................................................................. 43 Appendix ................................................................................................................................ 43

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Synthesis/Reflection Paper

In the Primary Years Program, our thinking about curriculum and teaching and learning is grounded in several essential elements. One of these is concepts. When I think of instructional design, several of our key concepts come to mind immediately: form, function, connection, causation, and reflection. The remaining concepts of change, perspective, and responsibility are equally relevant but in a different way. Related concepts that also come to mind are system, efficiency, evaluation, and impact. It is through the lens of these concepts that the instructional design process can be reflected upon and understood.

In considering these concepts as key features of instructional design the comparison between instructional design and a gourmet meal can be drawn, as these same concepts apply when creating a harmonious and successful culinary experience. In a gourmet menu, the meal is planned in advance based on what is known about the preferences of the consumers, the ingredients are chosen with care to maximize taste, time, and money, and knowledgeable chefs, who also know how to adapt and make changes as they are creating the meal, prepare the food. After the meal has been eaten, it is usually clear how well it was received and changes can be made to following preparations. The meal must have a clear form, that functions from part to whole in its ability to satisfy the consumer. These parts need to be connected, and as when preparing the meal, the designer must not only consider which parts connect, but also which parts actually work together and compliment each other. Just as you would probably not mix licorice into spinach, you would, for example, not mix an assessment task designed only to identify declarative knowledge into the summative assessment of a problem-solving lesson. The parts will also have a cause and effect relationship, because if one course is not well aligned to be harmonious with another, it will not have a positive effect on the entire experience. This is the same in the design process because if one part is poorly constructed, the other parts will not be as effective, and the whole learning experience may be ineffective. Reflection on the process and the product would also be inherent for the designer as well as the chef. There is always a chance for another meal and another lesson that can be improved as the result of evaluation.

The process of creating the ID project has particularly brought the concept of connection to the forefront for me. Use of the ADDIE model has been a challenging but also liberating experience as it has given me the ability to name the steps I am using and to make informed and connected decisions every step of the way. As described so well by Michael Molenda of Indiana University, The basic engine of ISD models is the systems approach: viewing human organizations and activities as systems in which inputs, outputs, processes (throughputs), and feedback and control elements are the salient features. Advocates claim that the process of designing instruction can be carried out more efficiently and effectively if the steps are followed in a logical order so that the output of each step provides the input for the next. (Molenda, 2003)

The decisions I am making are now part of a very connected process where I know that one part affects another. As I have designed quite a few online workshops and unit planners over the past years, I always had a strong sense of affinity to every step of the ID process, however, some steps of the process were initially not explicitely clear to me, particularly the whole analysis stage. I have never done a learner, information-processing, or context analysis to the extent required in this process. It helped me to clarify quite a few things, in particular how instruction can be

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honed to limit learner overload. The connection of this analysis to the objectives was also a powerful learning experience that I am grateful for. Lastly, particularly enjoyed re-visiting the philosophies and their connection to the instructional strategies. While I have a clear direction in my own thinking, this unbiased and practical view of matching strategy to type of learning allowed me to see how I could venture into using more supplantive strategies at times, without compromising my inherent bent towards constructivism.

There are an infinite number of connections between my learning on this course and my professional responsibilities. Beginning with my role as a computer technology teacher, there are absolute parallels between the instructional design process and the design cycle, which is at the heart of the curriculum I am teaching. The one helps me to understand the other much better. Additionally, my unit planning is improving significantly as I consider bringing in the parts of the ADDIE model more explicitly in order to make better decisions about my instructional strategies. I also support other teachers in unit planning, and as a result of this course I have a much clearer vision of how I can guide them. I have some new insights into why we sometimes dont effectively support student learning through our planning, as we have not considered the issues that arise when you do an information-processing analysis, for example. In my role as IT Integrator, much of what I learned about analysis and evaluation will support me in making good and thought-through decisions related to choosing technology tools and processes that truly fit the needs of our learners and our school. Lastly, in my work in designing online courses for the IB this course has been phenomenal. I have never had a true theoretical base for my course design and did much of it intuitively. While in many respects my approaches have been confirmed, I have also learned many new skills and understandings that will enable me to be much more systematic and explicit in the future courses I design.

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Part 1. Topic Part 1a. Stated learning goal Teachers who are new to ISS and IB assessment practices will design an assessable performance task that provides an authentic context in which students can meaningfully apply knowledge and skills learned in a unit of study.

Part 1b. Description of the audience

The audience for this project is the twenty teachers new to the International School of Stuttgart for the 2012/13 school year.

Part 1c. Rationale Every year ISS experiences a sizable influx of new staff to the school. They come from diverse backgrounds and cultures, which provides a special challenge for their induction into school programs and expectations. Additionally, they need to immediately implement the IB programs in their classrooms. As a result of this situation, for the 2012/13 school year we are trialing phase 1 of a longer-term induction program which includes use of an online learning environment to supplement their other on-going professional development and daily practice. As I am responsible for developing the online learning component of this induction process using Moodle, I chose to develop one of the modules as my ID Project. My focus is on how to create authentic summative assessment tasks. Not only is assessment one of the most crucial aspects of proper implementation of IB programs, it is also the specific focus for professional and school development for the 2012/13 school year. A new assessment policy has been introduced to all staff, and the goal is to continue the work done on curriculum mapping, using Atlas Rubicon, from the previous school year. The goal of the first year was to record all units taught and to link these to the schools newly developed scope and sequences. This year the goal is to record all associated diagnostic, formative, and summative assessments related to these units so that the mapping data becomes useful. In addition to this strategic focus, there is an ongoing and growing awareness and interest in the concept of international-mindedness as being at the heart of our IB programs, and authentic assessment supports the community in further developing their understanding of this foundational driver of our schools and the IBs mission. The strategy that will be used is mainly generative, as this is aligned with the philosophy of the school in regard to learning theories, and it best matches the criteria of a problem-based instructional strategy. The learners are assumed to have

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a relatively high level of prior knowledge of effective teaching and assessment strategies, as this is part of the criteria for hire. It is expected that they are astute learners themselves who have had experience in using generative, constructivist approaches in their own classrooms. Their motivation is expected to be high, as the module will support them in meeting the schools expectations for improved student learning, and it will quickly allow them to better understand these expectations, as well as getting practical ideas. The skills required to create authentic assessments are quite complex, however the risks associated with misconceptions are not immediately hazardous nor does the school expect immediately perfect transference of the skills and understandings. Due to the limited time and the need to achieve universal domain-specific goals, some supplantive strategies will also be incorporated. This will comprise no more than 10% of the instruction. The major instructional strategy that will be utilized is problem-solving, as the domain-specific task of assessment creation within an IB unit of study requires teachers to incorporate a variety of declarative knowledge, procedures, and skills in a unique way. Within this task, there is great opportunity for teachers to draw on their own existing expertise in order to learn new strategies to solve the problem. They must make choices as to the principles and knowledge that are applicable to each instance of unit and assessment development. These will have to be considered almost simultaneously and iteratively. The problem of creating an authentic assessment task is complex, as the there are many different ways that this problem can be solved, with much of the solution dependent on the perspectives of the teacher, the learning goals of the unit, and the subject being taught. The problem is only partly ill-defined, as the goal state is relatively clear, with criteria for effective authentic assessment tasks well-defined, however the given and therefore, the intermediate states may be less clear and will differ in each situation. Nonetheless, there are some basic principles that will be applied in each situation, which does provide some clarity.

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Part 2. Analysis Report

Part 2a. Description of the Need

Part 2a.1 Needs Analysis Survey Conducted online, using the Induction moodle workshop space already created for 20 teachers. Seven responded. Set 1:

o Rate your level of comfort in using technology as a learning tool: 1-10 o Rate your level of comfort with collaborative learning: 1-10 o Rate your level of comfort with self-guided learning: 1-10 o How willing are you to try new approaches and tools: 1-10

Set 2:

o List three main ways that you use technology in the classroom. o Give three examples of assessment tools and strategies that you have used in

the past year. o Give three examples of a real-world context (ex. global warming, the olympics,

etc) that is applicable to your curriculum. o Describe your approach to assessment, both in philosophy and practice.

Part 2a.2 Needs Analysis Data Report Set 1 of my questions was aimed primarily at finding out about teachers attitudes towards innovation in the classroom. I found that 100% of teachers rated their comfort levels as 3 or higher, which indicates a positive view towards using technology and towards trying new techniques. As a result, I believe that they will be receptive towards the module and feel neither threatened nor overwhelmed by the information. Example data:

Rate your level of comfort in using technology as a learning tool.

(1=low, 5=high)

14%

71%

14%

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Rate your level of willingness to try new approaches and tools in your classroom.

(1=low, 5=high)

Set 2 of my questions was aimed more at finding out about their prior knowledge and experience in using technology, and in designing authentic performance tasks. It terms of their use of technology, teachers showed a wide variety of uses. They all use communication and organizational tools such as Managebac, as this is common practice at ISS for posting assignments, sending messages, or keeping grades. A few teachers mentioned use of educational technology tools such as google docs, glogster, or prezi which are focused on knowledge presentation and sharing. There was also indication that some of them had specific uses unique to their subject areas. Technology equipment included the use of interactive white boards (where available), calculators, electronic metronomes, as well as audiovisual equipment. Despite this variety of tools and applications, it seems that the vision of technology use is still quite traditional by the majority who focus on one-way communication, rather than having a view of web 2.0 collaboration. Regarding teachers view of assessment, the majority have a clear view of the assessment for learning approach. They clearly value formative assessment, and believe that students need variety as well as multiple opportunities to show and find out what they can do. These opportunities in themselves enhance learning. Teachers, while mentioning tests, were clearly of the opinion that other strategies needed to be used in place of, or in addition to testing. When asked to give examples, these included items ranging from multimedia projects and portfolio assessments, to exit tickets, role-plays, and self-assessment strategies. Teachers also showed an understanding of authentic contexts for learning, giving many relevant examples. My questions did not allow me to gather any information about their practices of combining assessments with authentic contexts.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context The module that is being created will be part of an Induction Workshop that has been created in a Moodle learning environment. The facilitator so far has been the developer of the Workshop, who has also been the PYP coordinator and is now the Technology Integrator. For the upcoming module, it is preferable for the MYP or DP coordinator to facilitate, or the Director of Academics in the Upper School. Teachers have participated in three modules already, and had a one-day face-to-face workshop which was integrated with the moodle content, creating a blended model. The goal is to continue this approach. Further modules need to be created, and teachers will need to use their own time to work through them. However, it is hoped that management will also allow these teachers to use staff meeting time to share

86%

14%

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ideas and develop their thinking further in relation to this content. All teachers have MacBooks, which are provided by the school, so access to technology is not a problem. The issues will revolve more around motivation and time. It is a challenge to have school leaders give over meeting time for the workshop, and daily school life easily gets in the way of online learning, especially if the practical connection to everyday tasks is not easily apparent.

Part 2b.2: Transfer context The transfer context is similar to the learning context as long as teachers stay at ISS. They will be applying what they are learning within their own classrooms. However, even once they leave the school, the skills they have acquired in developing authentic assessments will serve them well in other schools. If they move to another IB school, the same expectations will apply, and if they move to a non-IB school they will still be able to create authentic assessment tasks in order to support student learning.

Part 2c. Description of the Learners The learners in my project are mainly adult secondary teachers who come from various school systems and cultures, and who also have variable levels of teaching experience. They come from all over the world. This includes Australia, Romania, the US, Germany, England, Spain, China, and other places.

Most have not taught in the IB programs, though they do have international experience. This year most of them are teaching in grades 6-12, with only 2 in the lower school, and some on our sister-campus. They were hired under the premise that their educational philosophy is aligned with the moderate constructivist philosophy espoused by the IB and the school, the

Germany USA Australia China UK Spain Romania Lower School Upper School Sindel;ingen

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assumption therefore, is that they will be receptive to a workshop developed on these principles. This would be another point for analysis. Additionally, they have already engaged with three modules of the newly developed Induction moodle workshop, however no survey has as yet been done to honestly assess their comfort level, or attitudes towards learning within this environment. Informally, from their feedback thus far, it can be assumed that they feel reasonably comfortable in an online learning environment, even though moodle was new to some of them. There will be some cultural factors to consider, as well as type and recency of teacher training and professional development. Clearly, however, from the needs analysis, this group of new teachers has good grasp of assessment for learning practices, and is open to innovation and authentic learning in their classrooms. Additionally, the following factors may be of relevance:

cognitive processing style general world knowledge related to real-world issues prior knowledge of assessment practices prior knowledge/experience of IB programs interests academic self-concept locus control anxiety attitudes towards cooperative learning cultural background

However, the main factors that need to consideration with these teachers will revolve around the fact that they are teaching full-time and in a new environment, and spread across two campuses. Their level of dedication to the online professional development may be limited due to time constraints, even if the content is very relevant. It should be considered by the administration to provide some time for the teachers to work on the modules and/or to build time into staff meetings to address their learning.

Part 2d. Task Analysis Flowchart

Part 3. Planning

Part 3a. Learning Objectives (list) Teachers new to ISS and IB programs will: 1. Align significant concepts, unit questions, objectives (assessment criteria) and

benchmarks. 1.1. Use provided template to check alignment

2. Adjust benchmarks and objectives on a given IB planner using the Atlas system. 2.1. Choose items from drop-down menus 2.2. Type final task onto Atlas planner.

3. Correctly use ISS and IB terminology when discussing their planner. 4. Name 1-2 ways that the chosen concepts, benchmarks and objectives are an

important part of a modern education. 4.1. Identify the benchmarks and objectives in the summative assessment task.

5. Identify at least three online and other resources that are useful for creating a real-world context for learning. 5.1. Explore websites provided. 5.2. Find useful websites for own particular field.

6. Identify 3-5 interests and relevant issues for their students. 6.1. Identify 2-3 strategies that can be used to find out what is important for their

students. 7. Identify a real-world issue to use as the context for the assessment task.

7.1. Match the problem to student capabilities. 7.2. Evaluate the problem to ensure that it is open-ended with multiple solutions.

8. Create an assessment task that fulfills the GRASPS model criteria. 8.1. Complete each step of the provided template.

9. Evaluate designed task against criteria of an effective summative task. 9.1. Apply criteria of an effective summative task by completing a rubric.

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan Objective Blooms

classification Format of assessment

Description of test form

Sample items

1 Align significant concepts, unit questions, objectives (assessment criteria) and benchmarks.

analysis performance on-the-job performance

Create or revise an Atlas planner in your subject, aligning assessment criteria and content with the significant concepts driving the unit.

2 Adjust benchmarks and objectives on a given IB planner using the Atlas system.

application performance on-the-job performance

Open your planner and choose appropriate items from drop-down menus.

3 Correctly use ISS and IB terminology when discussing their planner.

application Pencil-and- paper

constructed answer

Participate in the forum discussion with your colleagues where you will describe the connection between your content and objectives, and their relevance to your students lives.

4 Name 1-2 ways that the chosen concepts, benchmarks and objectives are an important part of a modern education.

comprehension Pencil-and- paper

constructed answer

Participate in the forum discussion with your colleagues where you will describe the connection between your content and objectives, and their relevance to your students lives.

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5 Identify at least three online and other resources that are useful for creating a real-world context for learning.

comprehension Pencil-and- paper

constructed answer

Add three resources to the moodle database, including a description of their relevance to authentic student learning.

6 Identify 3-5 interests and relevant issues for their students.

analysis Pencil-and- paper

constructed answer

Participate in the forum discussion with your colleagues where you will describe your findings after surveying your students about their perspectives of what is relevant for them.

7 Identify a real-world issue to use as the context for the assessment task.

application performance project Develop a performance assessment task that: a) has a real-world context b) uses the GRASPS model as a template c) is reliable, valid, and practical

8 Create an assessment task that fulfills the GRASPS model criteria.

synthesis performance project Develop a performance assessment task that: a) has a real-world context b) uses the GRASPS model as a template c) is reliable, valid, and practical

9 Evaluate designed task against criteria of an effective summative task.

evaluate performance project Develop a performance assessment task that: a) has a real-world context b) uses the GRASPS model as a template c) is reliable, valid, and practical

10 Create a task-specific rubric based on

synthesis performance project Create a rubric for the assessment task that measures

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previously identified general IB objectives, which defines observable levels of achievement.

attainment of the objectives and content identified on the planner, and provides at least three levels of observable achievement.

Part 3c. ARCS Table (Keller) ATTENTION A.1 Perceptual Arousal Show the IB Learner Profile video (http://blogs.ibo.org/ibtv/?s=learner+profile&x=0&y=0) and ask the question: How do you assess for the LP attributes in your subject? What challenges do your face in this? A2. Inquiry Arousal Describe the approach to working through the module as collaborative and constructivist, with many creative possibilities for creating effective assessment. A3. Variability Describe the variety of tasks that they will be doing and explain that they will actually use what they are developing in the module in their classrooms and meet IB/ISS planning and assessment requirements. RELEVANCE R1. Goal orientation Address the issues of time and access to technology. Describe the support networks available through their coordinators and IT department. R2. Motive matching Within the module, teachers will choose a unit that they want to develop for later implementation. They have choice, as well as responsibility for completing their planning so that they can teach effectively. R3. Familiarity Allow learners to make links to their prior experiences of developing unit plans and assessments, even if not from an IB school. CONFIDENCE C1. Learning requirements Explain the pacing of the module and that they will have one staff meeting to also discuss and work on the module face-to-face. After finishing their plan, it will also be reviewed with them by their IB coordinator for direct feedback. C2. Success opportunities Allow learners to share their developing planners and assessments at different stages through the process. Set expectations of netiquette when giving peer feedback. Give positively constructive feedback in the discussion forums to model this expectation. C3. Personal control Give learners opportunity to self-correct and improve their products throughout the

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module and highlight continued effort through group and individual feedback. Use self-reflection tools. SATISFACTION S1. Natural consequences Learners will immediately apply their skills as they develop their assessment task, and will continue to apply these skills in planning future units. S2. Positive consequences Ensure that coordinators and principals are visible in the module and also give some feedback, both individually and to the group. Also consistently require participants to respond to each other. S3. Equity The work being done should be shared in goal-setting meetings, and good examples shared with other staff.

Part 4. Instructor Guide

Introduction Active Attention or Gain Attention

Post the video clip linked below on grades and learning and identify where you agree and disagree with Kohn.

http://www.youtube.com/watch?v=EQt-ZI58wpw&feature=related http://www.youtube.com/watch?v=7sywMkf5QhI&NR=1

Ask participants to share their points of agreement and disagreement with

Kohns assertions in the discussion forum. They should discuss by responding to each other. Stress the fact that they will be agreeing and disagreeing and there is no one right answer. Rules of netiquette (mention a few) in the learning community apply.

Furthermore, they can be prompted to address the following questions: o To what extent does the range of assessment strategies we use meet

the diverse needs of students and encourage creative and critical thinking?

o Can we provide time for students to reflect on an assessment task and what they have learnt from it? (IB Learner Profile Booklet p.3)

Establish Purpose or Inform Learners of Purpose Provide the following information:

To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life (Boyer 1995).

In the IB programs there is a focus on making learning relevant and engaging. A main way of doing this revolves around the integration of

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learning through different subject areas and the integration of learning into real-world contexts. The PYP and MYP focus on creating connections between subject areas, as described here:

Transdisciplinary in the PYP The Transdisciplinary Themes are supported by knowledge, concepts and skills from the traditional subject areas but utilize them in ways that transcend the confines of these subjects, thereby contributing to a transdisciplinary model of teaching and learning. (Making the PYP Happen p. 11, IBO) Interdisciplinary Through the contexts provided by the areas of interaction, students should become more aware of the relevance of their learning to real-world issues, and should come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to the detriment of learning within each subject groupeach of which retains its own aims, objectives and methodologyteachers should make every effort to encourage students to see connections. As well as providing a context for student inquiry in each subject group, the areas of interaction also have an integrative function: they bring diverse subjects together under common contexts. In this way, the subject groups are linked to each area of interaction, demonstrating the interdisciplinary potential of the MYP. (MYP: From principles into practice p. 14, IBO)

In the Diploma program a more disciplinary approach is taken, however the core provides students with opportunities to explore issues across the subject areas. This includes the extended essay, creativity, action, and service, and the theory of knowledge course.

State the purpose of the module: In an effort to support you in this integration, during this module, you will be exploring ways to authentically assess both your students understanding and skills in your subject area curriculum, as well as their development of the Learner Profile attributes in authentic contexts. There are many ways to do this and it is hoped that you will develop many new ideas in collaboration with your colleagues.

Arouse Interest and Motivation or Stimulate Learners Attention/Motivation To make a connection to the classroom, ask participants to watch the IB

Learner Profile video (http://blogs.ibo.org/ibtv/?s=learner+profile&x=0&y=0) and to reflect: How do you assess for the LP attributes in your subject? In a forum they should post a list of examples and also write about the challenges of assessing for the Learner Profile attributes in real-life situations. Post as optional reading:

o http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_1203_1a_e.pdf (The Learner Profile in Review)

o http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_1109_1l_e.p

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df (IB learner profile: Literature review, pages 15 to 19)

Next they should draw on their own personal preferences. In their blog, they should reflect on their own experience as a learner.

o How important to you is it to be able to put your learning into real-world contexts?

o Is theoretical learning more or less meaningful and engaging to you than learning that is grounded in everyday life?

o What does this tell you about your style and preferences as a learner? o What kinds of questions engage you as a learner?

Preview the Learning Activity or Provide Overview Give an overview of what can be expected in the module:

This module is designed to allow you to develop a unit that you will be teaching in the near future that meets the IB requirements described earlier. In particular you will develop a summative assessment that will engage your students in a relevant task, while providing you with the data you need to report on their progress. You will be participating in a variety of engagements ranging from working in Atlas to update your unit, to exploring the web for authentic resources, and also be learning more about backwards design and authentic assessment. All of these things will support you in fulfilling the planning and assessment requirements of the IB and of ISS. As part of your learning, you will also have opportunities to reflect on your progress and to share your accomplishments.

Describe the approach to working through the module as collaborative and

constructivist, with many creative possibilities for creating effective assessments.

Address the issues of time and access to technology. Describe the support networks available through their coordinators and IT department.

Explain the pacing of the module and that they will have one staff meeting to also discuss and work on the module face-to-face. After finishing their plan, it will also be reviewed with them by their IB coordinator for direct feedback.

Post two self-reflection tools for their personal use and explain the

importance of staying in control of their own learning: o Forum Discussion Ladder o Two Stars and a Wish for reflecting on task completion o Blog Reflection continuum o Level of Engagement quiz

Body

Part 1: Atlas and planner alignment (1 hour) Recall relevant prior knowledge or Stimulate recall of prior knowledge

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Participants will look at the MYP/PYP planners on Atlas (as relevant) and compare them to planners used previously. Create a discussion forum for this comparison. Post the provided pdf planners.

Process information and examples or Present information and examples

Provide a description of how the planners work in Atlas using the provided video tutorials.

Focus Attention or Gain & Direct Attention

Look at a planning process: http://digitalliteracy.mwg.org/curriculum/process.html

Ask participants to explain in their blog why this is called backwards planning and the importance of alignment. Refer to Wiggins and McTighe.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

Encourage participants to discuss their learning with their colleagues in planning meetings as well as informally. Also encourage them to speak to each other face-to-face as they move through this module and develop their thinking.

Practice or Provide for and Guide Practice

Choose a planner that you want to work on. Create a concept map of the unit concept identified on that planner. You could use an online tool such as mindmeister or mind24, as well as the provided template (Analyze a concept).

Now that you have fully explored this concept, use the template provided (tbd) to check for alignment of the unit concept, questions, objectives, and benchmarks as you found them on the planner. Post it to the forum.

Evaluate Feedback or Provide Feedback

Provide feedback to two peers on their template alignment.

Part 2: Identifying real-world contexts and concepts (1 hour) Recall relevant prior knowledge or Stimulate recall of prior knowledge

Create a task with the purpose of asking participants to think about the future and the concepts and contexts that will be relevant and engaging. They will post the concepts and contexts on the course wiki and post a response to the forum. Sample questions:

o What new, emerging or not-yet-emerged concepts do you see or predict will grow in importance?

o What will be important for todays students to understand tomorrow, that the curriculum does not emphasize today?

o Which of the following new MYP concepts do you think are most relevant to your subject?

Aesthetics Change Communication Communities

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Connections Creativity Culture Development Form Global interactions Identity Logic Perspective Relationships Sustainability Systems Time, place and space

Process information and examples or Present information and examples

Move participants to considering how they can assess for these kinds of concepts, as well as their subject-related skills. Ask participants to read this unit from the Facing the Future website called Garbology. (There are also many other resources available there.) Explain: What understandings are students demonstrating through this task? Students are given different amounts of money and a listing of costs of different items. Some students find they have only enough to buy the basic necessities such as food, water, and fuel and may even have to make choices among them. Others find that they can afford to purchase non-essentials such as health-care, education, and luxury items in addition to the basic necessities. After the experience students share how they thought, felt and reacted to others, when it became apparent there were others with more or less money than them. They discuss their personal decision-making processes and choices. Then they move on to thinking about the wider implications arising from this kind of situation and assess the social and environmental impact of their purchasing choices. They also identify actions that can be taken collectively to break the cycle of poverty. This activity called an interactive learning simulation allows students to personally experience the options of people in different economic groups, to consider factors contributing to chronic poverty, and to explore ways individual, groups and societies could improve the human economic situation. It is an example of how subject-based learning can be incorporated into a real-world context. Multiple skills and understandings can be assessed when students complete such a task.

Focus Attention or Gain & Direct Attention

Another goal in an IB school is to assess for the Learner Profile attributes, which can also be a challenge. Embed this example http://www.youtube.com/watch?v=WW04F113nIY&feature=related and create a response forum.

o What understandings, skills, and Learner Profile attributes can be assessed through this task?

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Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

Encourage participants to discuss their learning with their colleagues in planning meetings as well as informally. Also encourage them to speak to each other face-to-face as they move through this module and develop their thinking.

Practice or Provide for and Guide Practice

Create task: Ask participants to go back to their posts in response to the prior knowledge task. They should explore the following sites, and update their own post by replying to it with new ideas gained.

http://www.globalissues.org/ http://www.un.org/en/globalissues/ http://www.facingthefuture.org/GlobalIssuesResources/6

0SecondTours/tabid/125/Default.aspx http://www.unesco.org/new/en/education/themes/leading

-the-international-agenda/education-for-sustainable-development/

http://www.un.org/events/humanrights/udhr60/campaign.shtml

http://www.foreignpolicy.com/articles/2011/08/15/problems_will_be_global_and_solutions_will_be_too

Also ask participants to add 2-3 of their own subject-relevant to the

workshop database.

Create a task to have participants gather and analyze data about their students. Participants should be asked to:

Think about their students interests and gather information in 2-

3 different ways. Also have a look at this website- http://www.ignitesparks.com/sparks_list.html.

Provide ideas about how to gather data about students. Interview: Sample questions

What do they know something about already that they are also particularly interested in?

What issues, questions and situations concern them the most?

Drawing on classroom experience: Participants can also be asked to give examples of an occasion when their students showed interest, curiosity or desire to learn in relation to a new or emerging concept.

Ask participants to make connections: Review what is known

about students and the list of concepts and contexts from the subject areas that were posted to the wiki.

o Can you see any connections? o Do you see ways that you could utilize your students

prior knowledge and interests to begin an exploration into any of these curricular understandings?

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Evaluate Feedback or Provide Feedback

Create reflection to bring together the focus of their unit planner, what they identified as important modern concepts, and what their students are interested in. They should then be asked to name and justify 1-2 ways that the chosen concepts, benchmarks and objectives are an important part of a modern education, using their blog. Also point them towards the questions to consider before teaching, which are part of the MYP unit planners as a tool for ensuring relevance, etc. If they decide that their concepts are not so important, they should be asked to choose new ones at this stage, and to re-do their planner alignment template. The facilitator should be asked to provide feedback on this task and to note any misconceptions.

Part 3: Creating a summative task (1 hour) Recall relevant prior knowledge or Stimulate recall of prior knowledge

Do you agree with these definitions of assessment? Post your response to the forum and respond to other participants.

o http://www.aussieeducator.org.au/education/assessment/information.html

o http://pareonline.net/getvn.asp?v=2&n=2

Process information and examples or Present information and examples

Explain the difference between pencil/paper assessment and authentic assessment.

Provide criteria of authentic assessment Provide examples of authentic assessments

o http://www.assessmentforlearning.edu.au/assessment_tasks/stateterritory_selection.html

Invite participants to read the MYP Guide p. 40-52, or the PYP Making it Happen p. 44-49.

Explain that authentic and concept-based assessments are more difficult to assess objectively, which is why tools such as rubrics are used. In the MYP rubrics are developed on levels of achievement, so these rubrics may not be completely compatible, but should provide some information about rubrics if this is new. Provide the following two resources:

o http://rubistar.4teachers.org/ (can create their own from scratch) o http://www.edutopia.org/assessment-guide-rubrics o Own subject guide has clear guidelines and achievement level

descriptors

Focus Attention or Gain & Direct Attention

Refer participants back to the backward design from Part 1. Include the PPT that describes the process in more detail. Explain that they will now be asked to think in more depth how they will create a task that will provide them with acceptable evidence of the student skills and understanding identified in Part 2 of this module.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies

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Encourage participants to discuss their learning with their colleagues in planning meetings as well as informally. Also encourage them to speak to each other face-to-face as they move through this module and develop their thinking.

Practice or Provide for and Guide Practice

Create a task: Participants will post the frame for their summative assessment task to the forum. Their post must include the following information:

o The concepts and benchmarks being addressed o The skills identified on the planner o The chosen context o The problem(s) associated with the concept in the

chosen context o 2-3 possible solutions their students might come up with

Provide one example.

Create task: Provide participants with the GRASPS template and supporting documents from Wiggins and McTighe. They will describe their task by framing it in goal, role, audience, situation, performance or product, and standards of criteria for success. They should post their completed template to the forum.

Evaluate Feedback or Provide Feedback

Provide participants with criteria of an effective summative performance assessment in the form of a rubric, and remind them of the criteria for authentic assessment. Pair up participants for peer-feedback on their task. Each participant will complete a rubric for his or her peer.

Conclusion Summarize and review or Provide summary and review

Explain that there was an underlying principle within the whole module that revolves around the idea that students will learn and demonstrate learning more effectively if the learning experience and its assessment are aligned and authentic.

Forum: Do they agree or disagree with this principle? Why?

Transfer learning or Enhance transfer

Create task: Enter your summative task into the planner on Atlas and ensure that all parts of Stage 1 are updated based on your work throughout this module.

Re-motivate and Close or Provide Remediation and Closure

Explain that they will be sharing their units and assessments with their colleagues and during their goal-setting meeting with their principal.

Assess Learning or Conduct Assessment Evaluate

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Create a task that asks participants to synthesize their learning about

assessment, and any other learning in this module, by using the

following format to compose two sentences that will demonstrate how

their thinking has changed.

I used to think......

And now I think...... Feedback and Seek Remediation or Provide Feedback and Remediation

The facilitator, as well as the program coordinators should be asked to provide feedback to the teacher.

Part 5. Learner Content

Part 5a. Learning materials See folders Learning Materials and IB Documents.

What When Why IB Learner Profile Booklet (IBO)

Introduction This is at the core of our mission, and important for participants to be aware of. It raises the tension of how to assess for the attributes.

Making the PYP Happen (IBO)

Introduction and Part 3

The core guide for PYP, often referred to and used as a reference.

MYP: From principles into practice (IBO)

Introduction and Part 3

The core guide for MYP, often referred to and used as a reference.

The Learner Profile in Review IB learner profile: Literature review (IBO)

Introduction This is at the core of our mission, and important for participants to be aware of. It raises the tension of how to assess for the attributes and these documents provide further information.

MYP/PYP planners (IBO)

Body Part 1 Planner alignment

These are the planning tools that appear in Atlas. The document format provides a better overview than they will have online.

Video tutorials (draft versions)

Body Part 1 Planner alignment

To provide guidance in the steps necessary to manipulate an IB planner in Atlas.

Analyze a concept template

Body Part 1 Planner alignment

To support participants in considering multiple facets of their chosen concepts.

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Planner alignment templates- PYP provided, MYP tbd UDB planner template (Wiggins and McTighe)

Body Part 1 Planner alignment

To support participants in creating an aligned planner.

UBD ppt (author unknown)

Part 3 Summative As a source of more in-depth information about the backward planning process.

Supporting documents from Wiggins and McTighe Understanding by Design Workbook (not included here)

Part 3 Summative These will be templates from the UBD Book that support in the development of assessments.

Part 5b. Formative and/or Summative Assessment materials See folder Assessment Tools.

Level of Engagement Quiz Task Self-Assessment Two Stars and a Wish Discussion Forum Ladder Blog Reflection Continuum GRASPS Model template (Wiggins and McTighe) Summative task rubric

Part 5c. Technology Tool Justification The tool being used to deliver the workshop is Moodle, which provides an online platform for learning. An online learning management system was chosen as there is no time available for only new teachers to engage in professional development outside of regular staff meetings, where everyone must attend. This format allows for flexibility of content delivery and limits the group to only new teachers. They can be facilitated and supported directly by relevant existing staff. General tools used within the Moodle environment:

What When Why (purpose) Blog Introduction

Part 1 The blog is for participants personal reflections which do not require reading nor response from other participants.

Wiki Part 2 The wiki is for collecting a succinct list of information, which is more efficient than posting ideas to a forum. Discussion is not required.

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Discussion Forum Throughout For collaborating and building understanding, as well as for receiving feedback on products.

Database Part 2 For developing a collection of resources.

Websites:

What When Why (purpose) http://www.youtube.com/watch?v=EQt-ZI58wpw&feature=related http://www.youtube.com/watch?v=7sywMkf5QhI&NR=1 Alfie Kohn videos on grading

Introduction To gain attention and raise tensions about assessment

http://blogs.ibo.org/ibtv/?s=learner+profile&x=0&y=0 IB Learner Profile video

Introduction To arouse interest and motivation

Video tutorial on how a planner works in Atlas

Body Part 1 To give instruction on using Atlas

http://digitalliteracy.mwg.org/curriculum/process.html Backward planning process diagram

Body Part 1 To provide a visual of the backward planning process

Mindmeister or Mind24 Body Part 1 Optional online mindmapping tool as a way of exploring a unit concept

Facing the Future Body Part 2 Website with relevant resources for participants to explore

http://www.youtube.com/watch?v=WW04F113nIY&feature=related

Body Part 2 An example of an authentic assessment in science

http://www.globalissues.org/

http://www.un.org/en/globalissues/

http://www.facingthefuture.org/GlobalIssuesResou

Body Part 2 Resources for exploring authentic contexts

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rces/60SecondTours/tabid/125/Default.aspx

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/

http://www.un.org/events/humanrights/udhr60/campaign.shtml

http://www.foreignpolicy.com/articles/2011/08/15/problems_will_be_global_and_solutions_will_be_too

http://www.ignitesparks.com/sparks_list.html

Body Part 2 An example of student interests

http://www.assessmentforlearning.edu.au/assessment_tasks/stateterritory_selection.html

Body Part 2 Examples of authentic assessment tasks

http://rubistar.4teachers.org/

http://www.edutopia.org/assessment-guide-rubrics

Body Part 2 Tools and guidelines for rubric development

Part 6. Formative Evaluation Plan

Part 6a. Expert Review

I spent some time thinking about who to choose as my SME, as it could be someone who really knows online workshop design, or someone who really knows the IB programs. I decided that I would ask someone who knows the content but less about online design. The person is the Director of Academics for our Upper School and knows the MYP and DP programs very well. Most of the teachers who would be taking this module work with him, and therefore he would also know the participants quite well and able to judge the level of appropriateness for them. I will submit the materials to him this week and ask for feedback by next week. I will ask him to answer the following questions:

Do you think that the materials in this module are appropriate for the teachers level of skill at this time?

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Do you think that the content is valuable from moving our programs and students forward? (this question was used, but a revision is proposed, see Part 7a)).

Do you think that the teachers will be motivated by this content? Are the examples and external resources of good quality? Are the instructional strategies consistent with IB pedagogy?

Part 6b. One-to-One Evaluation During the 1:1 evaluation I would be looking to find any major issues that my instructional plan has. These include clarity of information and instructions, structure, quality of the resource materials and manageability of quantity. In working individually with 3 existing ISS teachers who represent different levels of comfort with IB/Atlas knowledge, I could use the read-think-aloud procedure in order to find out how they are thinking about managing the material. Some questions I would also want to ask them include:

Do you understand what the purpose of the workshop is? Are the proposed instructions clear enough to follow independently? Are the resources and examples provided useful? Do you notice any grammar or spelling mistakes? How much time do you think this will take you to complete?

I would create a chart to collect, organize, and analyze the responses. On some feedback I would take immediate action and on others I would need to consider the breadth

Part 6c. Small Group Evaluation During this stage I would be taking more of a step back and not interacting so directly with the participants. I would choose a small group of 3-5 existing ISS teachers who have little knowledge of planning in Atlas/IB assessment. I would give them the actual Moodle environment that resulted from the revised plan after the 1:1 evaluation and I would want to see how they manage it independently. I would want to find out:

Do they have enough entry skills to manage diving straight into Atlas with minimal guidance?

If they couldnt manage Atlas, what else could I add to help them? How long does it take them to work through a module? Do the participants see the relevance of the module within the IB

framework? Do the participants see relevance to their own subject and assessment

expectations? How could the module be improved to be more meaningful and efficient?

I would be bringing in more strongly the data collected from the assessment tasks that I designed. This would help me to find out more about the skills the learners have, dont have, or are developing. It would also include looking at their attitudes and the amount of time they take to complete the module. I could see if they are

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mastering certain skills, and if not, I would look at strengthening that aspect of the module. If motivation were to be low, I would go back to my ARCS table. Basically I would take a variety of actions, which would be aligned with the results I get from evaluating the before/after results of my assessments.

Part 6d. Field trial During this last phase I would be trying out the newly revised module on the actual group of new teachers for whom the module was created, with a view to revising it for future use. This is a workshop that would be re-used every year with new teachers, so this group is only my first attempt to introduce the instruction to a wider group. It could also be that the module will be used with all teachers at the school. I would now want to find out if the revisions made previously are an improvement. Additionally a big focus would be on seeing how the workshop works in the Moodle environment and within the context of our school. Some questions to ask are:

What administrative problems occur? Are the objectives attainable? Are the time estimates accurate? How do the participants actually complete the tasks assigned? Is there

digression from the instructions? How do they function within the Moodle environment?

One main issue I would have to address at this stage is the involvement of the principals and coordinators. They would need to be trained in how to facilitate the workshop so that participants could further see the connection to school expectations. I would also have to develop an instrument to measure the level of implementation. This instrument would include the key features of my module expressed in observable terms. For example, one key feature is that participants collaborate and give each other feedback. I would be looking for evidence of the facilitators promoting this in their own instructions and feedback. Otherwise, I would be collecting and analyzing the same time, attitude, and performance data that I did in the small group evaluation.

Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric These are the questions that I asked my SME:

Do you think that the materials in this module are appropriate for the teachers level of skill at this time?

Do you think that the content is valuable from moving our programs and students forward?

Do you think that the teachers will be motivated by this content? Are the examples and external resources of good quality? Are the instructional strategies consistent with IB pedagogy?

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The question Do you think that the content is valuable from moving our programs and students forward? could have used some clarification. A possible alternative would have been /do you think that the content supports teachers in making changes to their assessment practices that will improve student learning? In addition to just answering these questions, my SME provided me with detailed feedback on every section of my Instructor Guide.

Part 7b. Report the results of the expert review An overview of the SME feedback is included in the following chart: (my responses in red)

Immediate Revisions Requires data collection/further information

Not relevant in this context

ARCS: A1: You mention challenges, but what

about opportunities? R1: What about HoDs or colleagues

within and beyond the subject areas? Particularly in regards to technology access and global connections?

R2: They have choice and responsibilityreconsider statement.

C1: Why only the IB Coordinator? What about another or additional colleague within the school or from a previous work setting, or department member?

S2: Only coordinators and principals are mentioned. Could departmental members or other individuals be considered? How will the participants be required to respond? What about the IB Virtual Community?

This depends from what we can expect of other staff members in terms of participating in the Moodle. Requires discussion at Leadership level.

A2: You write Describe the approach to working through the module as collaborative and constructivist, with many creative possibilities for creating effective assessment. This is not entirely clear, as it seems that there is only a narrow approach available to working through the unit.

The nature of the learning is constructivist even if the content is narrow, which is within the requirements of the project, which limits the learning to three hours and is based on very specific objectives.

Second, the Diploma Programmes focus on a disciplinary approach is not considered and will need to be in light of what you have written.

Have the various components of the PYP model been addressed? Have you addressed the Approaches to Learning, Areas of Interaction, and Command Terms within the MYP? Has the Core Theory of Knowledge; Creativity, Action, and Service; and Extended Essay within the Diploma Programme been considered? Not possible within the confines of this project.

Besides the video on the IB Learner Profile, have you considered the following resource from IB, which may be read before viewing the video or after to connect with what they have viewed?

However, how will their responses posted on their blogs be used to inform later discussions? Will their responses be used in meetings with HoDs, coordinators, other participants in the group? If so, how and

Additionally, within the IB Learner Profile booklet, the following questions are provided. Have these been considered as part of this module? Good questions, however outside the

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http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_1203_1a_e.pdf (highlight key sections) http://occ.ibo.org/ibis/documents/general/g_0_iboxx_amo_1109_1l_e.pdf (from pages 15 to 19) IB LP questions to include: To what extent does the range of assessment strategies we use meet the diverse needs of students and encourage creative and critical thinking? Can we provide time for students to reflect on an assessment task and what they have learnt from it?

when? This depends on what we can do to include this learning in the context of our school. Requires discussion at Leadership level.

scope of this project (aside from the assessment ones)

In regards to self-reflection tools, can individuals propose their own approach to reflection. How can the unit planner, which includes a reflection section be used as part of this reflective process?

In regards to finishing their plan, should it not be discussed with other teachers of the subject, grade level teacher groups, HoDs, department members, or other individuals? Who would be in a better position to offer direct feedback?

This depends on what we can expect of other staff members in terms of participating in the Moodle. Requires discussion at Leadership level. It is however already mentioned, Explain that they will be sharing their units and assessments with their colleagues and during their goal-setting meeting with

You mention that following statement: Describe the approach to working through the module as collaborative and constructivist, with many creative possibilities for creating effective assessments. However, at times there will be moments that are individual and independent. How can you address this in unit planning? This is meant within the context of the Moodle, where they are collaborating, not within school life.

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their principal. In regards to self-reflection tools, can individuals propose their own approach to reflection. How can the unit planner, which includes a reflection section be used as part of this reflective process? This is a good point. Possibly it could be added to a subsequent module. This module is about planning, and they will have not yet taught it, so cannot yet do the reflection stage but could be asked to later.

Part 1 How will the specific and at times varying requirements of each unit planner (PYP, MYP, and DP) be addressed for those working through two of them, i.e. Upper School teachers? Three different tutorial videos- they choose.

Create a discussion forum for this comparison. Is this the ideal format? If so, how will the information be used and the responses/concerns be communicated to new and current faculty/HoD/coordinators to address issues with existing units? How will participants handle the amount of information conveyed in the videos with their own unit planning? How will their individuals needs, prior experiences, personal pacing, development of units, and individual questions be addressed in a timely manner if this is conducted through this medium? Focus Attention: Great resource for UbD. However, again,

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in posting to their blog how will their individual experiences be shared in a way that allows them to share their previous experiences in a more direct manner? Employ Learning Strategies: How can this be monitored or how can their involvement in these meetings and face-to-face discussions be communicated to the participants? Practice or Provide for and Guide Practice: Instead of posting to a forum, would it not be more appropriate to meet as a group to share/present their unit, so that feedback is immediate? Not possible within the confines of this project. It is still up to the coordinators to support teachers with these questions and to provide face-to-face learning opportunities.

Part 2 most importantly, when teachers select a global context statement (from MYP: From principles into practice), or create their own, they are answering the questions: Why? What is the purpose of the inquiry? Why is this concept important

A more significant issue will be the DP. In the literature courses, the texts tend to be Anglo-American or German-French. Having teachers review this limitation, as well as international contexts for other academic subjects within the DP is

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and relevant for students? Key concepts to be addressed in the new

unit planners include (list). Garbology example Define the purpose of using this unit more

clearly. Focus Attention or Gain and Direct Attention and Employ Learning Strategies These sections do not clearly connect with the section. Perhaps have the questions to consider before teaching, which are part of the MYP unit planners brought into this discussion.

important in regard to resources and student demographics. Not possible within the confines of this project. It is still up to the coordinators to support teachers with these questions and to provide face-to-face learning opportunities.

Part 3 Rubrics. I would avoid using rubric

development websites that may not be reflective of MYP rubrics.

Explain that there was an underlying principle within the whole module that revolves around the idea that students will learn and demonstrate learning more effectively if the learning experience and its assessment are aligned and authentic. Forum: Do they agree or disagree with this principle? Why? Would this not be better suited at the

Again, is posting to the forum the best approach in terms of timely feedback? I mention only because in the Evaluate Feedback section you indicate that you will Pair up participants for peer-feedback on their task. Each participant will complete a rubric for his or her peer No other real option within the moodle context.

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beginning of the module or in the section with UbD? Possibly. Is meant as a summative reflection task, but could be moved. Would like to see how the formative evaluations go.

The feedback that I received from my SME was valuable and well thought through. He addressed some of the bigger concerns that I also had as I was developing the module, as well as raising a few new ones. Two big issues that I do not think that I can resolve in this context are providing specific support for all programs at the school within this one module, as well as ensuring that there is carry-over or inclusion of the content of the module and participant learning into everyday contexts. These issues need to be addressed with school leaders at all levels. Once decisions have been made as to what is possible in terms of integration, the module can be adjusted to include references to more face-to-face collaborative experiences. Program specific examples and support will still need to be provided by the coordinators, or in future we may need to develop separate modules (or sub-modules) for the programs however this is also a philosophical debate that needs to be had first. The purpose of this very specific module is to provide our teachers with some general support in developing assessments that are within the philosophy and goals of our programs. The module can in no way replace the support that coordinators, HoDs, principals and colleagues should be giving to new staff. It is only meant to enhance their learning and to provide another platform- one that gives a different venue and audience than they might have in school. I may need to make this clear in the introduction.

Part 7c. Comments on Change The immediate key points that I have taken from my SME include: (taken directly from SME feedback) Continual feedback. Ongoing feedback to address individual progression through the module, the

development of the unit, and the specific questions and diverse experiences of the participants is important to maintain a support and motivation.

Informed reading. Ensure that they have the resources prior to the module, as well as the more relevant and recent IB documents (PYP, MYP, and DP) that are central to philosophies, principles, and practices.

Resources. Be sure that the resources used in the module mirror and model of the global aspects that

you hope to develop in the units. Additionally, be sure to use resources that reflect IBO goals, rather than confuse participants,

The key points that I think warrant further in-school discussion, that I cannot address alone: Philosophies and Strategic Goals. A better connection to the ISS and IB philosophies and why ISS uses

transparent systems may be needed so that participants understand the immediate and long-term goals in context.

Relationships of Support. Perhaps use current teachers to model unit plans or provide access to their

units at the start of the module so that participants can see where they are going with their units. Have these same current teachers also, through the various blogs, wikis, and forums discuss their own challenges and reactions to the planning process.

Time. Reconsider the time allocated per section as well as provide an opportunity for rehearsal and

practice, perhaps through a few already designed units that the participants could deconstruct, evaluate and discuss in terms of the IB learner profile, global connections, and PYP, MYP, and DP elements before considering the more details aspects of curriculum within a unit.

Evidence and technology. How is this information gathered, analyzed, and used to make decision

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about where the participants are in the process? The use of Discussion Forums, Blogs, Wikis and Unit Planner is extensive - Who will monitor these platforms and provide feedback? Who will be involved in the process - mentors, HoDs, department members, grade level teachers, coordinators, academic leaders, principals?

Otherwise, I will make specific changes based on the items in the column Immediate Revisions. These changes largely include re-wording or clarification. I will also have a closer look at a few of the resources that he questioned and see if I can find replacements or provide disclaimers in my text. I could also ask HoDs to give me IB documentation that they feel supports the participants best. The idea of asking HoDs and coordinators for specific resources is a good one, but one that would take some time and could be considered in the future.

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Part 8. AECT Standards Grid

AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies

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1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based

technologies.

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3.0 Utilization 3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET

contexts. 5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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References Bullock, Kate. International Baccalaureate learner profile: Literature review. Cardiff,

UK. IBO (2006). IB learner profile booklet. Cardiff, UK. IBO (2012). The IB learner profile in review: Resources for reflection. Cardiff, UK. IBO (2007). Making the PYP happen: A curriculum framework for international

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Appendix All Appendix materials can be found in the PDF Portfolio.

Instructional Design Project_Junginger final.pdfInstructional Design Project_Junginger final.2Instructional Design Project_Junginger final.3Instructional Design Project_Junginger final.4Instructional Design Project_Junginger final.5