craftx.org template.docx · web viewcra titleinstructor task information. cra titlestudent notes....

This assignment is educator-created based on the College Readiness Assignments for Texas (CRAfT)template, found on craftx.org, and funded by the Texas Higher Education Coordinating Board. Though based on the design of field-tested CRAs, this

CRA Title Instructor Task Information

TitleOverview

DescriptionThis assignment assesses short description of the skills assessed in the CRA

Students will short description of the activities and final product the students will complete

SubjectSubject/Discipline Area

Task LevelGrades Grade level(s) for which CRA is appropriate

Objectives Students will:

List of learning and activity objectives for the CRA (8-10 is typical)








Preparation Read the Instructor Task Information and the Student Notes.

Prepare student copies of the Student Notes pages and the handouts: List handouts

Locate list any videos or other outside resources you’ll need.

Review the material provided within the handouts and develop any additional discussion questions as needed.

Review the basic principles list basic concepts of the CRA.

Prepare to model list the final product as well as any important intermediate skills.

1



Prior KnowledgeList or describe any knowledge/skills students should posses before beginning this CRA. Some good sentence starters here are:

Students should have had practice in . . .

Students should be able to . . .

Students should understand . . .

Students should be familiar with . . .

Key Concepts and TermsList all important terms/concepts/vocabulary words for this CRA.

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Concept/Term

Time FrameThis assignment will require insert number and length of time here class periods. Include a brief description of the activities for each day.

2



Instructional Plan Getting Started

Learning ObjectivesStudents will:

Learning objective beginning with an action



Procedure1. Ask students to read through the Student Notes.

2. Introduce the topic and review any necessary background information.

3. List each additional, specific step needed to complete the Getting Started section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view.

4. List each additional, specific step needed to complete the Getting Started section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view.

InvestigatingLearning Objectives

Students will:




Procedure1. List each specific step needed to complete the Investigating section of the

CRA. Begin each step with an action, and word each step from the instructor’s point of view.

2. List each specific step needed to complete the Investigating section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view.

3








Drawing ConclusionsLearning Objectives

Students will:




Procedure1. List each specific step needed to complete the Drawing Conclusions section

of the CRA. Begin each step with an action, and word each step from the instructor’s point of view.

2. List each specific step needed to complete the Drawing Conclusions section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view.



4







5



Scaffolding/Instructional SupportThe goal of scaffolding is to provide support to encourage student success, independence, and self-management. Instructors can use these suggestions, in part or all together, to meet diverse student needs. The more skilled the student, however, the less scaffolding that he or she will need. Some examples of scaffolding that could apply to this assignment include:

List several, specific suggestions for adjusting the CRA for students at various levels. Begin each step with an action, and word each step from the instructor’s point of view. Some examples of good items to list are:

Include additional materials . . .

Provide some historical context . . .

Share videos clips and photos of . . .

Assign certain questions, and allow the students to choose the others they would answer.

Allow questions to be answered as a group rather than individually.

Find and distribute samples of . . .

Provide specific, guided instruction on . . .

Check a student’s assignment more frequently during its development.

Permit students to consult with a peer for the individual components.

Provide examples of . . .

6



SolutionsThe information below is intended to help you assess students’ final work products. It may not represent all possible strategies and ideas. The accompanying scoring guide provides specific examples of ways a student might demonstrate content understanding and mastery of cross-disciplinary skills.

If there are problem sets or questions that have a specific, correct answer, list or demonstrate those answers here. In addition, list the skills students should demonstrate in a format like this:

Necessary Elements List each specific necessary for a student to demonstrate mastery of the CRA’s skills.

List each specific necessary for a student to demonstrate mastery of the CRA’s skills.


Logical organization of responses.

Effective and correct use of language.

Active, productive participation in-group discussions.

Key Connections Clear understanding of the content area.

Clear understanding of . . .



Common Misconceptions Describe a few areas that students are likely to go astray, and suggest a method for

guiding or correcting this behavior or line of reasoning.

7



TCCRS Cross-Disciplinary Standards AddressedUse the CCRS booklet (found online here) to locate skills that are developed by this CRA. Then copy/paste or type them in the tables below. Place checkmarks in the columns that correspond to the section(s) of the CRA that emphasize a particular skill.

Performance Expectation Getting Started Investigating Drawing

Conclusions

I. Key Cognitive Skills

Letter.Number. Description






Letter.Number. DescriptionII. Foundational Skills









TCCRS Discipline Name Standards Addressed

Performance Expectation Getting Started Investigating Drawing

Conclusions

Roman Numeral. Title of Standard Subset




8

http://www.thecb.state.tx.us/collegereadiness/CRS.pdf






Letter.Number. DescriptionRoman Numeral. Title of Standard Subset




Letter.Number. DescriptionRoman Numeral. Title of Standard Subset



TEKS Standards AddressedUse the TEKS website to locate skills/content areas that are developed by this CRA. Then copy/paste or type them in the table below.

CRA Name - Texas Essential Knowledge and Skills (TEKS): Discipline Name

TEKS Number TEKS Discipline. TEKS Description







9

http://www.tea.state.tx.us/index2.aspx?id=6148















10


CRA Title Student Notes

TitleIntroduction

Brief paragraph that introduces and describes the topic and content of the CRA

DirectionsGetting Started1. Listen as your instructor introduces the topic and reviews any material you

might need for this assignment.

2. List each specific step needed to complete the Getting Started section of the CRA. Begin each step with an action, and word each step from the student’s point of view. These should match, for the most part, the steps in the Instructor Task Information.



Investigating1. List each specific step needed to complete the Investigating section of the

CRA. Begin each step with an action, and word each step from the student’s point of view. These should match, for the most part, the steps in the Instructor Task Information.

2. List each specific step needed to complete the Investigating section of the CRA. Begin each step with an action, and word each step from the student’s point of view. These should match, for the most part, the steps in the Instructor Task Information.



S-1


CRA Title Student Notes




Drawing Conclusions1. List each specific step needed to complete the Drawing Conclusions section

of the CRA. Begin each step with an action, and word each step from the instructor’s point of view. These should match, for the most part, the steps in the Instructor Task Information.

2. List each specific step needed to complete the Drawing Conclusions section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view. These should match, for the most part, the steps in the Instructor Task Information.




List each specific step needed to complete the Drawing Conclusions section of the CRA. Begin each step with an action, and word each step from the instructor’s point of view. These should match, for the most part, the steps in the Instructor Task Information.

S-2


CRA Title Student Handouts

Title of HandoutInstructions of Handout

Handouts should include reading selections, worksheets, discussion questions, writing prompts, exercises, resources, and any other materials necessary for the students to complete the CRA (other than those the students are directed to find on their own).

SH-1


College Readiness Assignment – Title Scoring Sheet

Title

Student Name: _______________________________________________

Place a score (1-4) in each row corresponding to the student’s college readiness level.Exceeding College Ready (4): Substantially exceeds the performance expectationsCollege Ready (3): Shows proficiency in all of the performance expectationsApproaching College Ready (2): Meets only some of the performance expectationsInitiating College Ready (1): Does not yet meet the performance expectations

KEY COGNITIVE SKILLSStudent’s

Self-Assessmen

t

Instructor’s

Score

Subset of Skills (skill; skill; skill)




FOUNDATIONAL SKILLSStudent’s

Self-Assessmen

t

Instructor’s

Score





DISCIPLINE STANDARDSStudent’s

Self-Assessmen

t

Instructor’s

Score






Total Score: ______ ______Score College Readiness LevelXX-XX Exceeding College ReadyXX-XX College ReadyXX-XX Approaching College Ready0-XX Initiating College Ready



Grade: ______

See Scoring Guide for grade conversion chart.



Title – Group Work Scoring SheetRemove this page if there is no group work in this CRA that will be assessed.

Group Name(s): ___________________________________________________________________

Place a score (1-4) in each row corresponding to the student’s college readiness level.Exceeding College Ready (4): Substantially exceeds the performance expectationsCollege Ready (3): Shows proficiency in all of the performance expectationsApproaching College Ready (2): Meets only some of the performance expectationsInitiating College Ready (1): Does not yet meet the performance expectations

KEY COGNITIVE SKILLSGroup’s Assessm

entInstructor’s Score





FOUNDATIONAL SKILLSGroup’s Assessm

entInstructor’s Score




Total Score: ______ ______

Grade: ______

Comments:

See Scoring Guide for grade conversion chart.

Score College Readiness LevelXX-XX Exceeding College ReadyXX-XX College ReadyXX-XX Approaching College Ready0-XX Initiating College Ready


College Readiness Assignment – Title Scoring Guide

TitleNote: The letters and numbers of the skills below refer to their designation

in the College and Career Readiness Standards.

KEY COGNITIVE SKILLSComplete the Scoring Guide and Scoring Sheet using the CCRS tables from the CRA. The skills listed on the CRA should match those described and assessed in the Scoring Guide. Add/delete sections as needed. If group work is being assessed, include specific mention of the group skills/work products in the descriptions to differentiate them from the individual skills/work products.

Letter. Subset of SkillsNumber. Skill.

College Ready Description: Student brief description of skill, paraphrased from identifiers in the CCRS booklet.

Evidence for Scoring: Brief description of where/when in the CRA student shows evidence of this skill and what specific actions/work products demonstrate this skill.

Number. Skill. College Ready Description: Student brief description of skill, paraphrased from identifiers in the CCRS booklet.









1





























2

















FOUNDATIONAL SKILLSLetter. Subset of SkillsNumber. Skill.














Letter. Subset of Skills

3




























DISCIPLINE STANDARDSRoman Numeral. Subset of SkillsLetter.Number, Number, Number. Skill.

4














College Readiness Assignment – Title Scoring GuideCollege Ready Description: Student brief description of skill, paraphrased from identifiers in the CCRS booklet.


Letter.Number, Number, Number. Skill.






Roman Numeral. Subset of SkillsLetter.Number, Number, Number. Skill.










5
































6






















7








College Readiness Assignment – Title Scoring Instructions

TitlePlace a score (1-4) in each row of the scoring sheet corresponding to the student’s college readiness level.

Exceeding College Ready (4): Substantially exceeds the performance expectationsCollege Ready (3): Shows proficiency in all of the performance expectationsApproaching College Ready (2): Meets only some of the performance expectationsInitiating College Ready (1): Does not yet meet the performance expectations

Suggested Grade Conversion:

This chart reflects equal weight given to each skill. As key cognitive skills, foundational skills, and discipline content knowledge are all important elements of college readiness, we recommend this grading approach. However, you may certainly choose to implement different weights to particular scales and assign a grade at your discretion.

Fill in the chart using these guidelines:

Multiply the number of rows on the scoring sheet by 4. This is the score that equates to 100.Multiply the number of rows on the scoring sheet by 3.5. This is the score that equates to 95.Multiply the number of rows on the scoring sheet by 3. This is the score that equates to 85.Multiply the number of rows on the scoring sheet by 2.5. This is the score that equates to 80.Multiply the number of rows on the scoring sheet by 2. This is the score that equates to 75.Multiply the number of rows on the scoring sheet by 1.5. This is the score that equates to 70.Multiply the number of rows on the scoring sheet by 1. This is the score that equates to 60.

Fill in the rest of the chart as needed using your discretion.

Fill in the bottom chart on the scoring sheet using these guidelines:

Scores that equate to grades from 95-100 = Exceeding College Ready.Scores that equate to grades from 85-94 = College ReadyScores that equate to grades from 70-84 = Approaching College ReadyScores that equate to grades from 0-69 = Initiating College Ready

Score Grade Score Grade Score Grade Score GradeXX 100 XX 90 XX 80 XX 70XX 99 XX 89 XX 79 XX 69XX 98 XX 88 XX 78 XX 68XX 97 XX 87 XX 77 XX 67XX 96 XX 86 XX 76 XX 66XX 95 XX 85 XX 75 XX 65XX 94 XX 84 XX 74 XX 64XX 93 XX 83 XX 73 XX 63XX 92 XX 82 XX 72 XX 62XX 91 XX 81 XX 71 XX 61

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