+Transitioning to the common core

using PBL and SBE to prepare our students for

life after high school.

Maggie Ford and Tim SpencerAlternative Education Academy

+

+

+

http://www.youtube.com/watch?v=_A-ZVCjfWf8

+Strand: Physical Science

Measurement Topic: Structure and Properties of Matter (.08)

SC.06.08.01.01 Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as…

Investigating the properties of gravity

Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0 While engaged in tasks structure and properties of matter, the student...Compares and contrasts mass and weightThe student exhibits no major errors or omissions.

Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more complex ideas and processes.

Score 2.0 While engaged in tasks structure and properties of matter, the student...Identifies that mass is determined by the amount of matter in an object Identifies that weight is determined by the amount of gravitational pull on an object Relates specific terminology...

o mass o matter o weight o volume o density

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more complex ideas and procedures.

Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex ideas and processes.

Score 0.0 Even with help, no understanding or skill demonstrated.

StrandBroad category of learning

Performance Level

Score 3.0 The content or

skillsthat are explicitly

taught

Learning TargetsThe Score 3.0 bullet is designated the Learning Target. The LT defines proficiency.

Measurement Topic

More specific category

of learning within strand

Score 2.0Simpler or

foundational skills or

knowledge at a lower taxonomic

level

+The Scale

4 In addition to exhibiting level-3 performance, in depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE or COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Learning Goals vs. Learning Tasks

Score 3.0 Learning Targets are written in the form of learning goals, not learning tasks or activities

Learning goals specify the content or skills that the student is expected to know or do

Learning tasks or activities are the classroom activities that a student does in order to accomplish or be assessed on the learning goal.

Examples

Goal Task of activity

The student demonstrates knowledge of the division of the country during the Civil War

The student creates a map showing the states that formed the Confederacy and those that stayed in the United States

+Measurability

3.0 Learning Targets must be measurable

Measurable: Observable or Quantifiable

Makes predictions about reading The teacher can observe a student doing this

Performs 10 push-ups with proper form The teacher can count the number of pushup and observe

proper form

Not Measurable The student enjoys independent reading

+Limit the number of 3.0 Learning Targets!

Research suggest that there should be no more than 3-4 Learning Targets per topic

Why? More than 3 or 4 become impossible to assess and assess well at the same time

Teachers can only keep records of 3-4 things at any given time

Note: A Scoring Guide will be developed for each Learning Target

Specificity of Learning Targets

Learning targets must be written so that a teacher, unfamiliar with the process and unfamiliar with the curriculum, can assess a student

Avoid terms that can’t be easily defined or allow for subjective interpretation

Terms can be defined within the learning target

Examples can also be used to provide specificityExample

Non-Specific Specific

Monitors own reading for comprehension

Employs self-monitoring strategies while reading (e.g., predicting, confirming, rereading)

+Taxonomic Foundations

Score 2.0’s generally fall into Level 1 - Retrieval

Score 3.0’s generally fall into Level 2 - Comprehension Level 3 - Analysis

Score 4.0’s generally fall into Level 3 – Analysis Level 4 – Knowledge Utilization

These ARE NOT hard fast rules! All of this depends on the skill and knowledge being assessed; and

the grade level of the student!

+Taxonomic Foundations of 3.0

3.0’s are typically written in the Comprehension and Analysis taxonomic level

The lowest grade levels may have retrieval level elements

+Level 2 -Comprehension

Operation Definition Example activity

Symbolizing Depicting the critical aspects of knowledge in a pictorial or symbolic form

Diagram the structure of the 3 branches of the U.S. government

Integrating Identifying the critical or essential elements of knowledge

Summarize the main causes of the Civil War

Symbolizingo Construct symbolic

representation of information

Integrating o Identify basic structure

of information

+Level 2 -Comprehension

Process Possible Verbs

Symbolizing •Symbolize•Depict•Represent•Illustrate•Draw

•Show•Use models•Diagram•Chart

Integrating • Describe how or why

• Describe the key parts of

• Describe the effects

• Describe the relationship between

• Explain ways in which

• Paraphrase• Summarize

Symbolizingo Construct symbolic

representation of information

Integrating o Identify basic structure

of information

+Procedural Knowledge

Macroprocedures Highly complex procedures, with many

subcomponents Tactics

Complex procedures, with fewer subcomponents Algorithms

Procedures with very specific steps and very specific outcomes

Single rules One step procedure, one IF-THEN rule

+Declarative Knowledge

Generalizations Statements for which examples can be provided

Principles Specific generalizations that deal with relationships between ideas

Time Sequences Events happened between points in time

Facts Information about specific persons, places, things

Vocabulary Terms Understanding the general meaning of a word

+Declarative Knowledge

Declarative knowledge has a hierarchy

Organizing Ideas

Generalizations

Principles

Details

Time Sequences

Facts

Vocabulary Terms

Com

ple

xity

+Procedural Knowledge

Procedural knowledge has a hierarchy Processes

Macroprocedures

Skills Tactics

Algorithms

Single Rules

Com

ple

xity

+Writing 2.0’s

2.0’s are derived from the 3.0’s

They are simpler details and processes associated with the Score 3.0 learning targets

2.0’s either identify necessary components of the 3.0 or simpler versions of the 3.0

+Writing 2.0’s

2.0’s use the following stem:

“There are no major errors or omissions regarding the simpler details and processes as the student:

recognizes or recalls basic terminology such as:

performs basic processes such as:”

+Terminology

At this step, define the basic vocabulary that the student needs to know

Complete the Scoring Guide by listing the vocabulary appropriate to understand the Score 3.0 content

Not every Scoring Guide has to have vocabulary

+

Basic Processes

2 types of knowledge Procedural

Knowing how to do something Declarative

Knowing something

If the Score 3.0 is procedural, than the 2.0 should be as well

If the Score 3.0 is declarative, then the Score 2.0 is declarative

+Procedural 2.0

When you write procedural 2.0’s, you will move down the hierarchy from the procedural 3.0

If the 3.0 involves a macroprocedure:

For example: Write a short constructed response

You may move to a lower complexity procedure, like an algorithm

For example: complete a graphic organizer of a short constructed response

+Declarative Knowledge

Declarative knowledge has a hierarchy

Organizing Ideas

Generalizations

Principles

Details

Time Sequences

Facts

Vocabulary Terms

Com

ple

xity

+Declarative Knowledge

Generalizations Statements for which examples can be provided

Principles Specific generalizations that deal with relationships between ideas

Time Sequences Events happened between points in time

Facts Information about specific persons, places, things

Vocabulary Terms Understanding the general meaning of a word

+

Declarative 2.0 When you write declarative 2.0’s. you will move

down the hierarchy from your declarative 3.0

If the 3.0 involves a generalization,

For example: Reproduction is a characteristic of all living organisms

Then the 2.0 will ask for details about that generalization

For example: Recognize or recall accurate information about reproduction in living organisms (e.g. provide examples here to keep the statement specific!)

+Taxonomic Foundations of 2.0

Generally, Score 2.0 items will fall into the Retrieval level

However, it depends on the grade level and skills or knowledge being assessed

The rule is that the 2.0 is a simpler level or process than the 3.0

+Level 1 -Retrieval

Operation Definition Example activity

Executing The student can perform procedures without significant errors

Provide the nextnumber in thesequence:7,11,14,18,21,___?

Recalling The student can produce information on demand

Label the diagram ofthe cell

Recognizing The student can determine whether provided information is accurate, inaccurate or unknown

Which of the followingdid not land on themoon?A. Neil ArmstrongB. Buzz AldrinC. Michael Collins

Executingo Perform procedures

Recallingo Produce info on

demand

Recognizingo Determine whether

info is accurate, inaccurate or unknown

+Level 1 -Retrieval

Executing Student can perform

simple processes Math algorithms Editing tasks Lab procedures Steps to a dance

But, they do not have a deeper understanding of why they are doing it, only that the steps they are performing are correct

Executingo Perform procedures

Recallingo Produce info on demand

Recognizingo Determine whether info is

accurate, inaccurate or unknown

+Level 1 -Retrieval

Recalling The student can produce

information on demand

The student can Recall correct answers when put into context – they can “fill in the blank”

Usually assessed by short answer questions like: List Label Name Fill in the blank

Executingo Perform procedures

Recallingo Produce info on demand

Recognizingo Determine whether info

is accurate, inaccurate or unknown

+The New Taxonomy

+The New Taxonomy(Marzano and Kendall 2008)

Level 6 – Self-System Thinking

Level 5 – Metacognition

Level 4 – Knowledge Utilization

Level 3 – Analysis

Level 2 – Comprehension

Level 1 – Retrieval

Com

ple

xity

Only Levels 1-4 are used in the Scoring Guide

+Taxonomic Foundations

Score 2.0’s generally fall into Level 1 - Retrieval

Score 3.0’s generally fall into Level 2 - Comprehension Level 3 - Analysis

Score 4.0’s generally fall into Level 3 – Analysis Level 4 – Knowledge Utilization

These ARE NOT hard fast rules! All of this depends on the skill and knowledge being

assessed; and the grade level of the student!

+Level 1 -Retrieval

Operation Definition Example activity

Executing The student can perform procedures without significant errors

Provide the nextnumber in thesequence:7,11,14,18,21,___?

Recalling The student can produce information on demand

Label the diagram ofthe cell

Recognizing The student can determine whether provided information is accurate, inaccurate or unknown

Which of the followingdid not land on themoon?A. Neil ArmstrongB. Buzz AldrinC. Michael Collins

Executingo Perform procedures

Recallingo Produce info on demand

Recognizingo Determine whether info

is accurate, inaccurate or unknown

+Level 1 -Retrieval

Recognizing The student can determine

whether information is accurate, inaccurate or unknown

When they see it, they know that it is right

The correct answer is present, and the student can Recognize the answer

Usually assessed by traditional forced choice tests (e.g. multiple choice, true/false, matching)

Executingo Perform procedures

Recallingo Produce info on demand

Recognizingo Determine whether info

is accurate, inaccurate or unknown

+Level 1 -Retrieval

Process Possible Verbs

Executing •Use•Demonstrate•Show

•Make•Complete•Draft•Create

Recalling • Exemplify• Name• List• Label• State

• Describe• Who• What• Where• When

Recognizing

• Recognize• Select (from a

list)• Identify (from a

list)

• Determine if true/false

Executingo Perform procedures

Recallingo Produce info on

demand

Recognizingo Determine

whether info is accurate, inaccurate or unknown

+

Level 2 -Comprehension

Operation Definition Example activity

Symbolizing Depicting the critical aspects of knowledge in a pictorial or symbolic form

Diagram the structure of the 3 branches of the U.S. government

Integrating Identifying the critical or essential elements of knowledge

Summarize the main causes of the Civil War

Symbolizing

o Construct symbolic representation of information

Integrating o Identify basic structure

of information

+Level 2 -ComprehensionProcess Possible Verbs

Symbolizing

•Symbolize•Depict•Represent•Illustrate•Draw

•Show•Use models•Diagram•Chart

Integrating • Describe how or why

• Describe the key parts of

• Describe the effects

• Describe the relationship between

• Explain ways in which

• Paraphrase• Summarize

Symbolizing

o Construct symbolic representation of information

Integrating o Identify basic

structure of information

+Level 4 –Knowledge Utilization

Operation Definition Example activity

Investigating Generate a hypothesis anduse the assertions and opinions of others to test the hypothesis

Research what mighthappen to the polar icecaps if the temperature of the earth rose 5 degrees

Experimenting Generating and testing a hypothesis by conducting an experiment and collecting data

Generate and test ahypothesis about the growth of plants invarious medium

Problem Solving Accomplishing a goal for which obstacles exist

Determine the beststrategy for accomplishing peace in the world

Decision Making Selecting amongalternatives that initially appear to be equal

Choose the best site for a new airport from 3 alternatives. Explainyour decision.

Investigatingo Testing hypothesis using the

assertions and opinions of others

Experimentingo Testing hypothesis using data

collected by the student

Problem Solvingo Using information to

accomplish a goal for which obstacles or limiting conditions exist

Decision Makingo Using information to make a

decision

+Level 4 –Knowledge Utilization

Investigatingo Testing hypothesis using

the assertions and opinions of others

Experimentingo Testing hypothesis using

data collected by the student

Problem Solvingo Using information to

accomplish a goal for which obstacles or limiting conditions exist

Decision Makingo Using information to

make a decision

Process Possible Verbs

Investigating Investigate Research Find out about Take a position

on

What are the differing features of

How/Why did this happen

What would have happened if

Experimenting Experiment Generate and

test Test the idea

that What would

happen if

How would you test that

How would you determine if

How can this be explained

Based on the experiment, what can be predicted

Problem Solving

Solve Adapt Develop a

strategy to

Figure out a way to How would you

overcome How will you reach your

goal to

Decision Making

Decide Select the best

among alternatives

Which of these is most suitable

What is the best way

+Level 5 - Metacognition Monitoring Accuracy

The student is able to determine how accurate they are

Monitoring Clarity The student is able to determine how clear their

understanding is

Process Monitoring The student is able to monitor their own progress toward a

specific goal

Specifying Goals The student is able to specify learning goals and develop a

plan to achieve it

+Level 6 – Self-System Thinking

Examining motivation The students identifies his or her own level of motivation

towards learning

Examining Emotional Response The student identifies his or her own emotional response to

the learning

Examining Efficacy The student identifies beliefs about his or her ability to

improve competence or understanding

Examining Importance The student identifies how important the learning is and the

reasons behind this belief

+The Purpose of Writing Sample

Tasks

Sample tasks:

Further specify the expectations of each Learning Target

Provide instructional guidance to the teacher

Suggest ways to assess a Learning Target

Can be used to design formative assessment

Can be used to construct a common assessment item bank

+Writing Sample Tasks

Ask yourself some basic questions: How can a student demonstrate success for this

Learning Target?

What kinds of learning activities or tasks would assess success in this Learning Target?

What taxonomic operation would be appropriate for this task at this grade level?

+

+ Project Design