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Decomposing Standards: Rigor not Rigor mortis!
GACIS 2008Rebecca Johnson, Brenda Schulz and Dawn SouterForsyth County Schools
Implement Unit of Study
Assess Student Understanding
Provide Remediation for Those Who Have Misunderstandings
Provide Enrichment/Further Challenge to Those Who Understand
Complete the Unit
Standards-Based ClassroomsFormative Assessment
Observations, conversations, products
Summative Assessment
Observation Checklist, Project, Rubric, Product, Test
Differentiation: Context, Activity, Requirements, Assessment, Delivery
High Leverage Strategies! On to the Next Unit!
Adapted from Tom Guskey
What Do Standards-Based Teachers Do?
Mapthe
Curriculum
EvaluationAnd
Reflection
Understand the
Standards
DesignStandards-Based
Unit
ImplementUnit
AssessStudent
Work
Not All Standards are Created Equal….
Decompose:
To decay; putrefy separate (substances) into constituent elements or parts
Today’s Structure
Background on Decomposing StandardsPractice Decomposing StandardsExemplarsObservations/Conversations/Implications
Background on Decomposing Standards
Knowledge Standards
RecognizeDescribeUnderstandsExplainsKnowsIdentifiesComprehends
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Skill Standards
MeasuresReads aloud Dribbles and passesParticipates Uses simple equipmentDemonstrates relationshipsPronounces Collects Data
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Reasoning and Thinking Standards
Use Analyze Evaluate Make Decisions Formulates questions Make predictions Verifies Compares Contrasts
Sets goals Strategize Distinguishes between Examines data and
proposes meaningful interpretation
Using insights and conclusions from data to generate potential solutions
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Product/Performance Standards
Constructs graphsDevelops a planCreates a product to support a thesisConstructs modelsCreates a scripted sceneWrites simple directionsGenerating a viable action plan to
address the problem
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Disposition Standards
Likes mathematics Chooses to read for enjoyment Plays basketball for fun Intends to vote in every election Looks forward to science Understands the ethics of the scientific method Wants to participate in community theatre Enjoys opportunities to converse in Spanish Commitment to active and sustained learning Exhibit a passion for learning
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Practice Decomposing Standards
Knowledge Skill Reasoning/Thinking
Performance Disposition
Relates a literary work to information about its setting or historical moment.
Describe the government function in taxation and providing certain goods and services.
Compare the advantages of sexual reproduction and asexual reproduction in different situations.
Interpret tally marks, picture graphs and bar graphs
Decomposing the Standards
Practice
Decompose Your StandardsKnowledge/InformationSkillReasoning/Thinking Performance Disposition
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Do not only use the VERBS to decide. Sometimes, they have to do something rather basic with something really COMPLEX!! For example, students understand the causes of civil war. Understand is low level, but civil war is quite complex.
Thoughts
Aha’s!Didn’t Know!I knew it!!! I will do differentlyI can help
Exemplar Posters
Exemplar Posters
Take a look at standards already decomposed.
What do you notice?
Observations, Conversations, Implications
Talk with your Elbow Partner…
Does this activity have implications for:How we teachHow we assessHow students performWhat students know and are able to doVertical Alignment
Do you see this as valuable in your district?
Essential Questions for Teachers
What do you notice about the cognitive level of your standards?
What do you notice between grade levels of your subject area?
What do believe are the benefits to decomposing the standards like this?
Thinking Ahead
Now, brainstorm ways to assess the standards.
Use sticky notes on your poster to indicate assessment ideas.
Don’t work linearly unless you want to. Jump around and be really specific about how you want to assess individual standards.
A good place to begin is with Reasoning and Thinking!
Target to Be Assessed
Assessment Method
Selected Response Extended Written Response
Performance Assessment
Personal Communication
Knowledge Good match for assessing mastery of elements of knowledge.
Good match for tapping understanding of relationships among elements of knowledge.
Not a good match—too time consuming to cover everything.
Can ask questions, evaluate answers and infer mastery---but a time consuming option.
Reasoning Good match only for assessing understanding of some patterns of reasoning.
Written descriptions of complex problem solutions can provide a window into reasoning proficiency.
Can watch students solve some problems and infer reasoning proficiency.
Can ask student to “think aloud” or can ask follow-up questions to probe reasoning.
Skills Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.
Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.
Good match. Can observe and evaluate skills as they are being performed.
Strong match when skill is oral communication proficiency; not a good match otherwise.
Product/Performance
Not a good match. Can assess mastery of knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of products themselves.
Strong match when the product is written. Not a good match when the product is not written.
Good match. Can assess the attributes of the product itself.
Not a good match.
Adapted from Student Involved Assessment for Learning, 4th ed. By R. J. Stiggins (2005).
Matching Assessments with StandardsMatching Assessments with Standards
Classroom Assessment StrategiesClassroom Assessment Strategies
•Multiple Choice
•True-False•Matching
Selected Response
•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Diagram•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
Observation
Conversation
Product
Guilty of learning through a preponderance of evidence! Wiggins and McTigheAdapted from Anne
Davies, 2005
Clear and Compelling Evidence is VITAL!
Quarterly Assessment Plan Grade Level _______________________ Subject Area ____________________________ Teacher _____________________
Topic: Topic: Topic:
Standards
Types of Standards (Circle those that apply in this unit.)
KnowledgeSkillReasoning/ThinkingPerformanceDisposition
KnowledgeSkillReasoning/ThinkingPerformanceDisposition
KnowledgeSkillReasoning/ThinkingPerformanceDisposition
Formative Assessments(Examples: Pre-Tests, Quizzes that don’t count, classroom observations, paragraphs, rough drafts, conversations with the student, checklists, tasks, etc.)
Differentiation Opportunities(content, process, product, learning environment)
Summative Assessments (Examples: Quizzes, tests, projects, performances, essays {final draft}, observation rubrics, conversation rubrics, checklists, tasks, etc.)
Dawn Souter, 2008
Plan for Standards ImplementationGrade Level ________________ Course ______________________ Quarter ________
Topic: Type of Standard
How to Assess?
How to Teach?
How to RETEACH?
How to Enrich?
Standard/Element
Standard/Element
Standard/Element
Standard/Element
Standard/Element
Standards Implementation Plan
What Do Standards-Based Teachers Do?
Mapthe
Curriculum
EvaluationAnd
Reflection
Understand the
Standards
DesignStandards-Based
Unit
ImplementUnit
AssessStudent
Work
“If you do what you’ve always done, you’ll get what you’ve always gotten.”
The Wizard of Oz
Decomposing Standards: Rigor not Rigor mortis
Rebecca Johnson, Assistant Principal of Coal Mountain Elementary [email protected] 770.887-7705
Dr. Brenda Schulz, Director of Special Programs [email protected] 770.887.2461 x 202243
Dawn Souter, Curriculum Coordinator [email protected] 770.887.2461 x 202247
