SouthernRegionalEducationBoard

High Expectations:High Quality Student Assignments

Heather Boggs SassHigh Schools That Work

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November 5, 2008

Our AgendaOur Agenda

High Expectations: Where Are We and Where Would We Like to Be?

What Do High Quality Assignments and Assessments Look Like?

Analyzing Assignments and Assessments

Developing High Quality Assignments and Assessments

Strategies for Engaging Teachers

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November 5, 2008

Getting OrganizedGetting Organized

Group Roles Facilitator Timekeeper Recorder/Reporter

Side Bar Conversations

Cell Phones

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November 5, 2008

Good to Great:Good to Great: The Challenge The Challenge

“Deep implementation of a few things, beats superficial implementation of many things.”

It’s critical mass that matters; not whether or not you are “doing” a school improvement “program.”

Doug Reeves, HSTW 2007 Summer Conference Presentation

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Improving Student Improving Student AchievementAchievement

Good News Equity gaps can be

closed Specific culture,

leadership, and teaching decisions WILL make a difference

Bad News Implementation is not at

the depth we need to make a difference

Assumptions about how well actions are understood and implemented

“We’ve already done this!” keeps us from deepening implementation

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High Expectations: Where Are We High Expectations: Where Are We and Where Would We Like to Be?and Where Would We Like to Be?

Seven Areas of Indicators

Rate Your Level of Implementation on Each Indicator

Summarize Your Strengths and Areas for Improvement

Handouts, pages 4-6

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November 5, 2008

What Do High Quality Assignments What Do High Quality Assignments and Assessments Look Like?and Assessments Look Like?

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November 5, 2008

Assignment Levels DeclineAssignment Levels Decline

0.02

0.99

1.94

2.883.62

4.344.97

5.786.37

0

1

32

4

87

6

5

0

1

2

3

4

5

6

7

8

K 1 2 3 4 5 6 7 8

Gra

de

Average Grade Level of Assignment Grade Level Standard

Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC.

As Grade Level Increases, the Assignments Given to Students Fall Further and Further Behind Grade Level Standards

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November 5, 2008

Pattern Continues in HSPattern Continues in HS

7.828.5

9.56 9.78

9

10

11

12

5

6

7

8

9

10

11

12

Grade 9 Grade 10 Grade 11 Grade 12

Gra

de

Average Grade Level of Assignment Grade Level Standard

Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina

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How Do We Know When Assignments How Do We Know When Assignments and Assessments are Rigorous?and Assessments are Rigorous?

“Targeted” Content Alignment to Standards Begin with state standards or grade level

expectations and college readiness standards “Unwrap” required knowledge and skills Design assessment Design instruction to help all students reach

proficiency Cognitive Alignment--Level of Challenge

or Cognitive Complexity Read descriptors and circle distinguishing words How does this match your present conceptions of

levels of complexity?

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Cognitive Complexity—DescriptorsCognitive Complexity—Descriptors

National Assessment of Educational Progress Basic Proficient Advanced

Bloom’s Taxonomy “Classic” Updated terminology

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HS

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November 5, 2008

Revision of Bloom’s TaxonomyRevision of Bloom’s Taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation

Remember Understand Apply Analyze Evaluate Create

Bloom’s Taxonomy Revised Taxonomy

Source: Anderson et al. (2001).

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November 5, 2008

Updated Bloom’s TaxonomyUpdated Bloom’s Taxonomy

Knowing “How” Knowing “What” Each brings a different level of knowledge into

play Factual Conceptual Procedural Meta-cognitive

Two-dimensional—intersection of cognition and knowledge

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““Knowing What” ExamplesKnowing What” Examples

For each dimension of “Knowing What,” identify an example of that level of knowledge from your content area Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

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D. Metacognitive

Knowledge

C. Procedural

Knowledge

B. Conceptual Knowledge

A. Factual Knowledge

1. REMEMBER

RecognizingRecalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATE

CheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

From: A Taxonomy for Learning, Teaching, and Assessing -- A Revision of Bloom's Taxonomy of Educational Objectives edited by Lorin W. Anderson and David R. Krathwohl

The “Knowing What” and The “Knowing What” and “Knowing How” Dimensions“Knowing How” Dimensions

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November 5, 2008

Webb’s Depth of KnowledgeWebb’s Depth of Knowledge

Level 1: Recall Level 2: Basic application of skill/concept Level 3: Strategic thinking Level 4: Extended thinking

Reference and Further Resources Norman L. Webb, Wisconsin Center for Education Research. Webb, N. L. (1999). Alignment of Science and Mathematics

Standards and Assessments in Four States. Council of Chief State Officers. Washington, DC.

The Webb Alignment Tool and its training materials can be accessed on: http://www.wcer.wisc.edu/WAT/index.aspx

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School Team DebriefingSchool Team Debriefing

Affirm or challenge your present understanding?

Common understanding?

What actions can we take to deepen a common understanding?

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November 5, 2008

Basic—Approaching Grade LevelBasic—Approaching Grade Level

Assume you are a marketing representative for a major tennis shoe manufacturer. Survey 20 teens and find the average cost and purchasing rationale for purchasing tennis shoes.

Understand how data is used to develop and market products.

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Proficient—At or Above Grade Proficient—At or Above Grade LevelLevel

Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Analyze historical and current teen market trends and develop a report based on your findings.

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November 5, 2008

Advanced—Above Grade Advanced—Above Grade LevelLevel

Assume you are a marketing team for a major tennis shoe manufacturer. Survey 20 teens and find the average cost paid and purchasing rationale for tennis shoes. Based on your findings and conclusions, create a “teen dream shoe” design and suggested marketing strategy. Develop a presentation that “sells” your design to the manufacturer.

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November 5, 2008

Health Science Standard:Health Science Standard: Practice Practice universal precautions against infection.universal precautions against infection.

Approaching Grade Level Grade Level or Above Above Grade Level

Identify the chain of infection.

Describe standard infection control practices.

Distinguish the different types of communicable diseases that can result from poor infection control.

Record observations in a laboratory experiment to illustrate the spread of infectious diseases.

Analyze various health care situations and explain the appropriate infection control practice for each.

Demonstrate infection control practices in a variety of situations (simulated and/or real workplace).

Develop a checklist of infection control practices and teach those practices to others (through demonstrations or written materials).

Evaluate the impact of technological advancements in engineering on infection control in health care environments (ventilation systems, high-efficiency particulate air filters, etc.).

Develop a plan for infection control in a health care facility such as a clinic or hospital area and provide a rationale for each of the points in your plan.

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November 5, 2008

Determine the number of ways Determine the number of ways an event can occur and the an event can occur and the associated probabilities.associated probabilities.

Toss a 1 to 6 number cube 100 times and record the results. Compare the results with the mathematical probability associated with tossing a 1 to 6 number cube.

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November 5, 2008

Assignment 2Assignment 2

Conduct different experiments for the same event but with different numbers of trials. Toss a two-color counter 10 times, another 20 times, and 30 times, and so on. Compare the different experimental probabilities and represent them graphically. Explain your comparison in writing.

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November 5, 2008

Assignment 3Assignment 3

Calculate the total possible number of telephone numbers in an area code. Devise a plan to estimate the number of working numbers a telemarketer could expect to reach by placing 100 calls at random. Devise a plan to investigate whether the area will “run out” of numbers in the near future and propose and evaluate different solutions (e.g., adding another digit, using the # and * keys).

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November 5, 2008

Review of Sample Review of Sample AssignmentsAssignments

Review each assignment Determine degree of

alignment to standards Determine level of

challenge and justification for that level

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November 5, 2008

Rating AssignmentsRating Assignments

Rank the assignments and assessments in order from the most to the least rigorous. Record your rankings.

Rank the assignments and assessments in order from the highest degree of real-world relevance to the lowest degree of real-world relevance.

Compare your two rankings. Is there a relationship between rigor and relevance? If so, describe it. If not, explain the lack of relationship.

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November 5, 2008

Moving Basic Assignments to Moving Basic Assignments to Grade LevelGrade Level

Assignment and description

Modifications to move the assignment to grade level WP

37

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November 5, 2008

1111thth Grade English: Evaluate Grade English: Evaluate imagery and figurative language.imagery and figurative language.

Read “O Captain, My Captain!” by Walt Whitman and “Abraham Lincoln Walks at Midnight” by Vachel Lindsey. Summarize each stanza of each poem.

Write how Lincoln is described in each of the poems. Be sure to include at least five direct quotes. Explain how these images are alike and different.

How can you raise this assignment to grade level?

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November 5, 2008

Apply formulas in a wide variety of theoretical Apply formulas in a wide variety of theoretical and practical real-world measurement and practical real-world measurement applications involving perimeter, area, and applications involving perimeter, area, and volume.volume.

Given grocery store items and formulas for lateral area, surface area, and volume, students identify the geometric shape, draw the item, and label it with the lateral area, surface area, and volume.

What could you change about this assignment to get it to the proficient level?

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November 5, 2008

Review of Sample Review of Sample AssignmentsAssignments

Review each assignment Determine degree of

alignment to standards Determine level of

challenge and justification for that level

Discuss the feedback you would give on each assignment

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November 5, 2008

Stages in Backward DesignStages in Backward Design

1Identify

designed results 2

Determineacceptableevidence 3

Plan learning experiences

and instruction

Understanding by Design, Grant Wiggins and Jay McTighe, ASCD, 1998.

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Two Different ApproachesTwo Different Approaches

Sufficient evidence of understanding?

Performance tasks to anchor unit and focus instruction?

Criteria to assess work?

Interesting and engaging activities?

Resources and materials?

Student activities in and out of class? Assignments?

Grades?

Understanding by Design, Grant Wiggins and Jay McTighe, ASCD, 1998.

Thinking Like an Assessor

Thinking Like an Activity Designer

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1. Read and highlight key verbs.

2. List the concepts and skills needed to perform standard.

3. Classify according to three levels of proficiency.

4. Write an assessment or performance task.

A Process for Unwrapping A Process for Unwrapping StandardsStandards

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November 5, 2008

Breaking a Standard Down by Breaking a Standard Down by Levels of ProficiencyLevels of Proficiency

Math example Science example

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November 5, 2008

Health Science Standard:Health Science Standard: Practice Practice universal precautions against infection.universal precautions against infection.

Basic Assignments Proficient Assignments Advanced Assignments

Identify the chain of infection.

Describe standard infection control practices.

Distinguish the different types of communicable diseases that can result from poor infection control.

Record observations in a laboratory experiment to illustrate the spread of infectious diseases.

Analyze various health care situations and explain the appropriate infection control practice for each.

Demonstrate infection control practices in a variety of situations (simulated and/or real workplace).

Develop a checklist of infection control practices and teach those practices to others (through demonstrations or written materials).

Evaluate the impact of technological advancements in engineering on infection control in health care environments (ventilation systems, high-efficiency particulate air filters, etc.).

Develop a plan for infection control in a health care facility such as a clinic or hospital area and provide a rationale for each of the points in your plan.

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November 5, 2008

Breaking Down Standards—Basic, Breaking Down Standards—Basic, Proficient, and AdvancedProficient, and Advanced

Working in content area groups, select a standard.

Write descriptors for each level: Basic Proficient Advanced

Write a sample assessment or performance task for each level of progression.

Standard:

Concepts & Skills:

Classification by Level:

Basic Proficient Advanced

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A Purposeful WalkA Purposeful Walk

Walk the room and read the charts. Choose one (other than your own)

that best exemplifies the progression of basic, proficient, and advanced levels of challenge.

Justify your choice with descriptors from the rubrics.

Share your choice with the table and reach consensus on one example for your table. 10:0010:009:009:008:008:007:007:006:006:005:005:004:304:304:004:003:303:303:003:004:204:204:504:504:404:403:503:503:403:404:104:103:103:103:203:200:100:100:090:090:080:080:070:070:060:060:050:050:040:040:030:030:020:020:010:01STOPSTOP0:200:200:190:190:180:180:170:170:160:160:150:150:140:140:130:130:120:120:110:110:300:300:290:290:280:280:270:270:260:260:250:250:240:240:230:230:220:220:210:212:302:302:202:202:502:502:402:401:501:501:401:402:102:102:002:001:101:101:001:001:301:301:201:200:400:400:390:390:380:380:370:370:360:360:350:350:340:340:330:330:320:320:310:310:500:500:490:490:480:480:470:470:460:460:450:450:440:440:430:430:420:420:410:410:590:590:580:580:570:570:560:560:550:550:540:540:530:530:520:520:510:51

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Getting Teachers on BoardGetting Teachers on Board

Assess where you are now Conduct periodic instructional reviews Conduct professional development on

rubrics and taxonomies for assessing level of challenge

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Opportunities for Teachers to Opportunities for Teachers to Assess the Level of Challenge in Assess the Level of Challenge in Assignments and AssessmentsAssignments and Assessments

Curriculum Design and Course Syllabus Development

Reviewing Assessments and Looking at Student Work

Classroom Walkthroughs

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November 5, 2008

Protocols for Looking at WorkProtocols for Looking at Work

A variety of protocols have been developed to assist teachers in examining teacher assignments and assessments as well as the quality of student work. Tuning ProtocolStandards Protocol

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November 5, 2008

Supporting Teachers in Supporting Teachers in Implementing Quality Implementing Quality AssignmentsAssignments

Action Research Demonstration Classrooms Walk-Throughs Best Practice Sharing Sessions

Handouts, pages 49-53

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Team Planning Time Team Planning Time

Action Planning Form Two or three major actions to take

between now and the next workshop

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