Developing an Assessment Planand Objectives for a Unit of Study

“What Do you Really Want to Assess?”

2

Setting the Stage Select one unit of study that you currently

teach It should be a unit that has a completed Stage 1 It should be one where you can work on and/or

add the following summative assessments this year Selected Response (traditional test) Constructed and/or Extended Response with Rubric Performance Task with Rubric

Each month you will work on an assessment for the unit of study with like-course peers (i.e.: algebra II teachers, US PA II teachers). If you don’t have like-course peers, you will work

as an individual

3

Learning Target Statement In this session, you will learn what kinds of

understandings, content and skills to assess at the end of a unit of study. (Stage 1 UbD unit). You will learn this by reviewing examples of understandings, content and skills that should be assessed via summative assessments and how these understandings, content and skills become unit objectives that are assessed during a unit of study.

You will show that you have met this Learning Target by identifying the understandings, content, & skills in the Stage 1 unit plan and writing unit objectives based on the understanding, content and skills for a Unit of Study.

4

Model and Explain

5

Why Must We Carefully Consider What to Teach and Assess?

http://abcnews.go.com/US/video/us-falling-china-education-14559328

6

Stage 1 of UbD: Desired Results Established Goals – PA Core and Academic Standards Big Ideas Enduring Understandings Essential Questions Content and Skills

The bottom line: The Desired Results are what we want students to come away understanding

about the unit the content and skills that students need to know

and be able to do as required by the State and based upon what we as professionals identify.

7

Stage 1 of UbD: Desired Results Understandings

Is not a fact Understandings cannot be covered—they have to

be uncovered Essential Questions

Signposts to big idea Help learners explore themes, concepts, theories…

Content (Know) What students need to know to be successful

Skills (Do) What students need to be able to do to be

successful

8

What Will Students Know, Do and Understand as a Result of the Unit?

Know (Content): Understand:

The Constitution and three branches of government and their functions

Students will understand that our government is organized so that no single group will have too much power, because there is a tendency for power to be abused when power is uneven. Abuse of power is a common theme in history; abuse of power is even recognizable in current affairs.

9

What Will Students Know, Do and Understand as a Result of the Unit?

Do (Skill): Understanding:

How to graph data Students will understand how different visual displays can help people understand confusing numbers and see patterns that may not be obvious. They will also understand that certain displays work better for some types of data and purposes.

10

Stage 2 UbD: ReviewStage 2 of UbD: Designing Assessments that test students’ understanding of the Desired Results

~ Performance Tasks that test students’ ability to transfer their understanding from the classroom to authentic, “real life” situations

~ Carefully designed summative assessments that test Desired Results and require students to think at a high level (Webb’s Depth of Knowledge)

11

Stage 2 UbD: Where our work will be this year During a summative assessment, the goal is

to assess student understand of objectives, so for each unit, we need to identify objectives.

How do we identify unit objectives? First, we look back to Stage I: Desired Results to

determine what it is we want students to Understand Know Do

12

Example: Handout Social Studies Map Take a look at the Understandings, Skills and

Content Areas These become the objectives for our unit We use summative assessment to test student

understanding of unit objectives See next slide for sample objectives

13

Example: Handout Social Studies Map Some objectives derived from

understandings, content and skills Students will know facts about westward

expansion, prairie life, and geography. Students will be able to write about life on the

wagon train and prairie. Students will demonstrate understanding of why

people move from one location to another. Students will demonstrate understanding of how

the settlement of the west threatened the lifestyle and culture of Plains Indians.

14

Example: Unit Assessment Plan You need to determine how you will assess the

unit objectives.Objective Type of

Assessment

Students will know facts about westward movement, life on the prairie, & geography.

Selected Response

Unit Test

Students will be able to write about life on the wagon train and prairie.

Performance Task

Create a letter a day from a pioneer describing life

Students will demonstrate understanding of why people move from one location to another.

Constructed Response with Rubric

Unit Test (Essay)

Students will demonstrate understanding of how the settlement of the west threatened the lifestyle and culture of Plains Indians.

Extended Response with Rubric

Small research paper

15

Transfer of UnderstandingIf students cannot transfer their understanding, then they do not truly understand.

http://www.learner.org/resources/series26.html

16

BRAIN BREAKSuper swapper

With your right thumb and forefinger pinch your nose; with your left thumb and forefinger pinch your right ear. Now swap so that with your right thumb and forefinger you pinch your left ear, and with your left thumb and forefinger you pinch your nose.

17

Guided Practice

18

Guided Practice Back to the Stage 1 Social Studies Handout;

create an objective for the following understandings and content: Successful pioneers rely on courage, ingenuity,

and collaboration to overcome hardships and challenges.

History involves making sense of different “stories.”

Pioneer vocabulary terms.

Objective Type of Assessment

19

Performance of Understanding

20

Grades 7-12 PoU: Setting the Stage Today’s PoU requires you to work on the unit

of study with like-course peers (i.e.: algebra II teachers, US PA II teachers). If you don’t have like-course peers, you will work

on an individual map alone

21

Grades 7-12 PoU Review your Stage 1

Is it complete? Is it mapped to appropriate PA Core and Academic

Standards? Have you identified all the relevant content and

skills? Have you identified enduring understanding and

essential questions?

22

Grades 7-12 PoU Review your written Understandings, Content

and Skills Use these to write unit objectives

You will assess the unit objectives using Formative assessment

In your daily lessons Summative assessment

Selected Response (traditional test) Constructed and/or Extended Response with Rubric Performance Task with Rubric

Complete the handout (Visual Next Slide)

23

Objective Type of Assessment  

   Selected Response Constructed Response Extended Response Performance Task

    

   Selected Response Constructed Response Extended Response Performance Task

    

   Selected Response Constructed Response Extended Response Performance Task

    

   Selected Response Constructed Response Extended Response Performance Task

    

   Selected Response Constructed Response Extended Response Performance Task

    

24

Grades 7-12 PoU Stage 2: Assessment Evidence

If you have already developed a selected response test for the unit, make sure everyone has a copy If you have not, begin thinking about they types of things

you want to test on this assessment If you have already developed a constructed or

extended response, make sure everyone has a copy If you have not, begin thinking about potential constructed

or extended responses for the unit If you have already developed a performance task

for the unit, make sure everyone has a copy If you have not, begin thinking about potential

performance tasks for this unit