Stage 2

Chapter 7, "Thinking like an Assessor," from Understanding by Design gets to the core of how to design quality assessments which are aligned to the desired results (Stage 1) of a unit. In this chapter, a teacher who is thinking like an assesor would be asking herself questions such as:

What kinds of evidence do I need? How do I know?

What would be acceptable evidence?

How does my proficiency rubric help determine the assessments I need?

The unit desired results will help lead this assessment journey. Having a clear picture of where you what to take students will direct how you collect evidence of getting to that destination.

Some additional questions you will need to contemplate and answer for assessment:

• • What are the different types of evidence required by my desired results? Have I determined the appropriate assessment methods to use?

  • Given my objectives, what performance tasks must anchor the unit and focus the instructional work?

  • How have I planned for a balance in assessment? Why do we vary the options for students? Why do we have students demonstrate understanding in new situations (versus for "playing the game of school?")

  • Has my assessment blueprint shown I have the appropriate amount of sampling and it matches the prioritization in instruction?

  • Do the assessments used reveal and distinguish those who really understood from those who have misunderstandings? Am I clear on the reasons behind learner mistakes/misconceptions?

  • Formatives: Have I embedded appropriate opportunities to rehearse, practice, receive feedback (from teacher, peer and/or self) and refine work based on the feedback?

We want our assessments to lead to accuracy and tell the story of learning over time...

CLEAR PURPOSE + CLEAR TARGETS + SOUND ASSESSMENT DESIGN = ACCURACY

Please review and complete the sections below:

1. REVIEW the Google Slides for 6 Practices for Authentic Instruction/Student Engagement. This includes a short Youtube video by our students as well as information about each of the 6 Practices. Also watch The Portfolio Defense Difference. RESPOND to the following question in Google Groups: How is the education experience different for Yolanda than for a Perry student? What is one small step you could take in your classroom, perhaps tapping into the 6 Practices for Authentic Instruction, to move toward this level of student engagement? What school/district support could help you in your practice?

2. READ Chapter 7: "Thinking Like an Assessor" in Understanding by Design book. RESPOND to the following question in Google Groups: How does "thinking like an assessor" contribute to being a purposeful learning designer? How is accuracy and student confidence at the core of this thinking process (how is student success by design, not by chance)? Knowing what you know now, select one assessment you will improve to collect acceptable evidence from your students in a unit/week of your choice? Blueprint the assessment. Mark up the assessment (items), take a pic/send a link to demonstrate the revision(s) made.

AT OUR NEXT MEETING (MID FEBRUARY Meeting):

Dig deeper to make a unit you teach during April/May offer more authentic opportunities for students. In doing so, we start with the end - the assessment (FIP 3). Refining this assessment and teaching/reflecting at least one week within the authentic part of the unit is the culmination of Practitioner.

Record HERE your intended unit to include: unit link, one Practices for Authentic Instruction/Student Engagement + 1 enduring life skill (selected from the following):

1. clarify and articulate an issue and the related curricular areas to study (the WHY)

2. critical thinking: consider multiple perspectives of an issue

3. creativity - brainstorm, imagine, innovate, trial, redesign, seek inspiration and vision

4. reach group consensus

5. communication: demonstrate conceptual understanding (connected talk)

6. persevere - take action/showcase product or process, and

7. collaborate and reflect on the process and the learning with peers and experts/network

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NEXT UP - By/Before the mid-February Meeting date: Blueprint and design the summative assessment to include the objectives and practices/life skills selected above.

At the March meeting/work session, we will:

1. vet our work with a colleague.

• • the assessment aligns with your Proficiency Rubric for the unit

  • P.O.s, Supporting Indicators and/or Learning Targets are positioned on your assessments and the weight each carries on the assessment is noted.

2. Complete the overall assessment map for the unit to include your formatives and summative(s) HERE. We design "formatives" (also called "dress rehearsals to the summative") simply by chunking out parts of the summative. These formatives are used to teach/gather feedback for reteaching needs, and that is why we call them PRACTICE. Additionally, there are intentional feedback loops planned for in the to provide students descriptive feedback