1

UbDCurriculum to Assessment

Phase 1 to Phase 2

October 13, 2010

2

Federal and State Level

• Common Core StandardsEnglish Language Arts FINALMath FINALScience PUBLIC DRAFT DECEMBER

• SMARTER Balanced AssessmentRace to the Top Award for 35 StatesProvide students in grades 3-8 an online, adaptive

benchmark assessment tool, the Measure of Academic Progress (MAP)

Adopt a set of college and career readiness tests of students ─ the EXPLORE/PLAN/ and ACT

3

AssessmentCurriculum Instruction

Traditional Planning

4

AssessmentCurriculumPlanningSteps

Feedback/Evaluation

Instruction

Student Achievement Planning

5

UbD Process @ HUHS:Curriculum, Instruction, Assessment

Review Standards, Assessments,

Scope & Sequence

Develop EUs, EQs, LTs

Align and DevelopLocal Assessments

Evaluate Learning, Instruction,

Assessments CIA

6

HUHS Curriculum Model

EnduringUnderstandings

EssentialQuestions

Learning Targets(i.e. Benchmarks, Performance Objectives)

·Determine rigor·Define relevance

Cou

rse

Asse

ssm

ents

Text

book

s

Inst

ructi

on

Gra

ding

Course and Unit Design

Scop

e an

d Se

quen

ce

7

9

BASIC NUTRITION - RIGOR

Level Performance

Level 1 – Knowledge/Awareness Label foods by nutritional groups

Level 2 – Comprehension Explain nutritional value of individual foods

Level 3 – Application Apply nutrition guidelines in planning meals.

Level 4 – Analysis Examine success in achieving nutrition goals.

Level 5 – Synthesis Develop personal nutrition goals

Level 6 - Evaluation Appraise results of personal eating habits over time.

BASIC NUTRITION - RELEVANCELevel PerformanceLevel 1 – Knowledge in One Discipline Label foods by nutritional groups

Level 2 – Application in One Discipline Rank foods by nutritional value

Level 3 – Interdisciplinary Application Make cost comparisons of different foodsconsidering nutritional value

Level 4 – Real-world Predictable Situations Develop a nutritional plan for a person with a health problem affected by food intake

Level 5 – Real-world Unpredictable Situations Devise a sound nutritional plan for a group of3-year-olds who are picky eaters

Rigor

Relevance

10

Lesson Plan vs. Learning TargetsCIVIL RIGHTS/CASUALTIES OF WARTIME

OVERVIEW: Social studies teachers often discover that the rights we cherish are rather mundane to our students. When we warn of threats to our constitutionally guaranteed rights, our students often side more with expedience, for instance, than with due process. This generation which has not experienced warfare sometimes expresses a yearning for its excitement and finality. This activity is an attempt to balance this treatment of war with concern for the domestic consequences of nations going to war. PURPOSE: The purposes of this activity are threefold:1. To demonstrate to the history student that human experience does reveal patterns which modern society

can learn from.2. To develop analytical skills.3. To develop awareness of the political and economic ramifications of war regardless of military outcome. OBJECTIVES: Upon completion, students will be able to:4. Identify several political, economic, and personal rights which citizens of various nations have enjoyed

during peacetime but lost during wartime.5. Compare circumstances and political consequences of American and foreign wars.6. Analyze historical data to predict domestic consequences of a hypothetical U.S. war today. ACTIVITIES: Ask students studying one of the wars listed on Data Sheet identify the war's effect on the warring nation's own citizens. Include the political, economic, and personal consequences. Afterwards, distribute the two Data Sheets (omit consequences of war being studied) or assign pairs of students to research the domestic consequences of different U.S. and foreign wars. To focus attention on diversity, locate each on a world map and on a timeline. Remind the students that these were usually consequences to the victors. When questioning strategies you might include why governments demanded these powers and why citizens surrendered their rights. Would we willingly surrender these same rights during war?

For Teacher

For Teacher

For Student

11

Learning Targets• Avoid broad, nebulous terms:– Students will: learn, know, understand, become

aware of, appreciate, think critically, write proficiently, demonstrate knowledge of

• Examples:– Too vague: Demonstrate information literacy skills– Too specific: Use the Insert Citation feature in

Microsoft Word – Just right: Generate a citation using an automated

citation generator and evaluate for validity.

12

ASSESSMENT

Ass

13

Formative vs. Summative

• Formative assessment is to improve

• Formative assessment includes feedback

• Formative assessment is FOR learning

• Summative assessment is to prove

• Summative assessment includes a score

• Summative assessment is OF learning

14

Formative Assessment• Formative assessment is a process NOT a specific type

of “test”• Must have Formative before you can have Summative

– Formative shows you that the students can do it, BEFORE they are scored/graded for doing it (Summative)

– Allows for risk taking without penalty• Formative assessment allows teachers to make

instructional modifications – BEFORE the graded exam– BEFORE a student fails

15

Common Assessment: What It Is

• Created collaboratively • Those responsible for the same course• Aligned to learning targets

16

Common Assessments. . .

1. Are more efficient, accurate & valid than assessments created by individual teachers.

2. Are more equitable for students. 3. Represent the most effective strategy for

determining whether the guaranteed curriculum is being taught but more importantly, learned.

4. Inform the practice of individual teachers. 5. Build a team’s capacity to improve its program. 6. Facilitate a systematic, collective response to

students who are experiencing difficulty.

17

Assessment vs. Grading• Grades alone do not provide meaningful information

on exactly what students have or have not learned– Some grading standards are vague or inconsistent– Grading and assessment criteria differ among teachers

Extra credit Late workAttendance Covering textbooks

• Primary purpose of grading is to provide summarized communication about student achievement of the learning goals

Grades can be useful if based on consistent evidence of student learning (assignments, tests, projects) that is linked to learning targets through assessment blueprints.

18

Assessment Blueprint

19

RRR Quadrants and Item Types

WORLD CULTURESRUSSIA UNIT

Instructors:Paul Coffin, Pete Kelly, Scott Helms,

Jeff Martin, Pete Meinberg

Essential Questions

• What role could geography play in the development of a regions resources?

• How might a country use their natural resources to generate political advantages over neighboring countries?

• How do totalitarian rulers ascend to power and utilize propaganda to maintain power?

• What might be the short-term and long-term effects of totalitarian rule on a nation’s citizens?

• What factors might cause a regions population to push for secession?

• How might the economic model of communism, capitalism or feudalism be used by political leaders to benefit themselves at the expense of the greater population?

Exam

ple:

Wor

ld C

ultu

res

Russ

ia U

nit

Learning Targets• Label the geographic regions of Russia. (A)

• Identify the goals and characteristics of Feudalism, Capitalism, Socialism, and Communism. (A)

• Evaluate the economic, political and military systems between selected czars and leaders in Russian history. (C)

• Analyze the causes, incidents, and effects of the Russian Revolution .(C)

• Analyze the causes, incidents, and effects of the Cold War. (C)

• Hypothesize a strategy where the ruling Communist government in the Soviet Union might have prevented the independence movement in the republics. (C)

• Evaluate the advantages and disadvantages of economic systems. (D)

Exam

ple:

Wor

ld C

ultu

res

Russ

ia U

nit

Common Unit Activities

• Notes from Textbook (geography, culture and Russian History)

• PowerPoints/Study Guides (unit vocabulary, geography, the Czars of Russia, Cold War)

• Last Czar (video/video guide)

• Aral Sea (YouTube clip/questions)

• Life after Communism (reading and chart activity)

• Stalin (cause/effect chart)

• Russia Current Events

• Common Assessment Test (summative)

Exam

ple:

Wor

ld C

ultu

res

Russ

ia U

nit

Unit Activities

• Choices program historical/primary source readings (Russian Revolution, propaganda, Cold War and Collapse of the Soviet Union)

• The Wall: A World Divided video/video guide

• Cold War timeline project (E-Library/Noodle Tools)

• Voice Threads (Cold War project)

• Chechnya (reading activity)

• Moscow: The City that Never Sleeps (reading activity)

• Unit quizzes, test

Exam

ple:

Wor

ld C

ultu

res

Russ

ia U

nit

Common Assessment Test

Part I: Blank map physical regions/cities identification (10 pts) Quadrant A

Part II: Multiple Choice (15 pts) Quadrant A /C

Part III: Short Answer (2) (10 pts) Quadrant C

Part IV: Essay Question (1) (15 pts) Quadrant C/DEx

ampl

e: W

orld

Cul

ture

s Ru

ssia

Uni

t

27

Where are You?

Review Standards, Assessments,

Scope & Sequence

Develop EUs, EQs, LTs

Align and DevelopLocal Assessments

Evaluate Learning, Instruction,

Assessments

28

First Semester

Wednesday, October 13, 2010 2.25 hoursEarly Release Introduce Common Assessments Review LT’s for course

Friday, November 5, 2010 Full day

Professional Development Mini-Workshops Writing Common assessments Writing great rubrics Using technology for assessment Is this formative or summative? PGP activities Collecting data for my PGP Planning into Action time Which quadrant?

Wednesday, December 8, 2010 2.25 hoursEarly Release Case Study Teams Evaluation for Common Assessments

29

Second Semester

Wednesday, February 2, 2011 2.25 hoursEarly Release Case Study Teams Discuss/Evaluate/Collect Common Assessments

Monday, March 7, 2011 Full day

HAPI Day – Professional Development Writing Common assessments for Semester 2 Collaborative assessment (across departments) Repeat topics from November 5

Wednesday, April 13, 2011 2.25 hoursEarly Release Case Study Teams Common Assessments Semester 2

Tuesday, June 7, 2011 2 hours

End of Year Case Study Teams Reflect and Plan for Additional Common

Assessments

30

Other OptionsEligible for 6 hours of professional development:• Additional refresher workshops by Instructional Leaders• Working workshops with Instructional Leaders

• Curriculum writing projects (Stage 1 or 2)

• UbD Curriculum Writing graduate credit (if interest)*if interested, please email Sheila

31

Today’s Agenda

• Find out where you are in UbD continuum• Review Learning Targets of selected course• Complete Assessment Blueprint• Turn in at end of day (to Michelle) :– Where are you now– Roadmap of how you will get from where you

are today to completed common assessment by January 7 (submitted to Michelle)

32