EDCI 456

general descriptions of knowledge, content, and skills to be taught -- what students are to know and be able to do -- desired outcomes for the content area Standards provide: a framework upon which to build more detailed curriculum guidelines provide the basis for the development of instructional materials provide the basis for assessments of student learning

desirable proficiency levels for student skills, degree attainment and quality.

For all states to be in agreement on the academic knowledge and college readiness skills of all students.

are specific statements of desired learning outcomes. They are observable and typically can be measured. Statements specifying what students will be able to do during or after instruction. Use actions verbs Checklist for bloom's taxonomy Review samples

are the target of instructing, assessing, and evaluating/measuring. Begin with the end in mind- Backward Design. Be clear about what students will do to demonstrate learning. Focus shifts from teacher to student and from the learning experiences to the learning outcomes. Focus on the products of learning as well as the process of learning.

Cognitive: intellectual abilities and skills Affective: attitudes, interests, appreciation Psychomotor: perceptual and motor skills

listen, group, choose, recite, review, recall, underline, select quiz, definition, fact

Describe, Report, Outline Estimate, Define Label, outline, list, quiz

Change, Collect, Solve, Construct, Use, Draw Journal, Interview, Presentation, Demo

Compare, Contrast, Survey, Detect, Debate, Analyze Graph. chart, report

Choose, Conclude, Debate, Rank, Reject Debate, Investigation, Report

Set up, devise, compile, formulate, Act film, story, play game, plan, Song

The role of instructional objectives is to define, in an observable and measurable fashion, the intended outcomes of instruction.

objectives are statements of what students should be able to do after studying the unit; they are not statements of teacher activities

students are required to show as described by the action verb in the objective - what they know and can do.

the content of the content of the objective must be clear and relevant so they the intended outcome is understood by the student.

instructional objectives guide teaching objectives help in monitoring and assessing learning

objectives help focus learning efforts and studying - guide learning objectives help in monitoring and assessing learning

objectives convey intent/purpose of instruction; defines what is important and what will be assessed.

Do the objectives include all important outcomes of the lesson or course? Are the objectives in harmony with the content standards of state or district and with general goals of the school? Are the objectives in sync with the goals and philosophy of the school? Are the objectives in harmony with sound principle of learning? Are the objectives realistic in terms of the abilities of the students and the time and facilities available?

learning objectives purpose advantages of the assessment

Assessment of learning provides evidence of achievement summative assessment? tests

Assessment for learning motivates students to learn more and to become independent learners feedback formative assessment? clear objectives student self-efficacy

Teachers are able to identify whether a student has made progress. If the student is doing well the teacher needs to take that information and present more challenging information or move on to a new topic. If the teacher identifies the student's progress to be lacking the teacher should be able to go back over instruction and present the information in a way the student is able to succeed.

Informal testing is used on a daily basis to help guide student instruction . rubrics, observations, homework, interviews, group project

student-centered informational continuous opportunity to revise important work

Where am I going? How am I now? What else do I need to do to get there?

factual and linguistic knowledge What are key phrases and terms students may know.

schematic knowledge form a mental model of a problem Which rules or principles are needed to solve this problem.

strategic knowledge focus on the student's ability to identify proper sequence of steps to solve problems or arrive at answers students must have a plan

algorithmic knowledge Students must use an appropriate procedure and accurately carry out the steps.

Engaged learning supports what students know while providing help where needed. Social construction of knowledge provides balance between working independently and working with others. Learning forward encourages by providing ideas for the next step. Self reflection provides information to teacher and student about student learning.

Formative assessment helps students and teachers work together to become successful. Using formative assessment teachers and students can both effectively ask questions. Students can set goals and self assess themselves. Through feedback of the assessment, teachers and students can both find out what needs to be worked on.

to determine whether each student has achieved specific skills or concepts. measures specific skills student achievement is reported for individual skill

rank each student with respect to the achievements of others measures broad skills student is compared to other students

is informational. Identifies what has been met, specifies where improvement is needed, suggests steps for improving; positive in nature

is judgemental. Positive or negative, but no formative information given does not communicate ways in which to improve. Typically gives overall grade or judgment ("good job") with no comments on how to make work better

feedback can vary according to results or processes

provides results of performance "You are the basic level or you are performing on a C level"

connects process used in completing task to achievement. "You did not consider parts c and d of the rubric for the project"

restate the learning target; what is the outcome; what are students trying to accomplish

provide support needed so student gets past stumbling block and can work independently

provide more details when target is not clear; show good models

Does the student need the feedback immediately? When would this be the case? When can it wait a little longer?

What are one or two things student must do to take the next steps to move toward mastery;?

The teacher will connect outcomes to previous and future learning. These outcomes are differentiated to encourage individual students to take educational risks. The teacher also encourages students to set their own goals. The instructional time is maximized and student contribute to the management of the classroom. Students are challenged and initiate higher order thinking questions.

Resources by subject, Resources by grade, Compass, Assessment Resources, Student Standards

is used during instruction to monitor individual and group progress to guide in next learning steps. Teachers communicate feedback and set goals. Make instructional decisions - activities, materials, differentiation, organize learning environment. NOT TYPICALLY GRADED.

is used after completing instruction to determine if students has met objectives. This is when you assign grades and placement into appropriate level. This is also where you evaluate your teaching.

the process of selecting state or national standards/benchmarks/GLEs and matching them to one's classroom curriculum for the purpose of making quality choices about what students should know (knowledge) and be able to do (skills). Content standards are statements describing what students should know - be able to do. A performance standard describes or measure how well a student's work meets the content standards.

States required to develop standards and tests to demonstrate achievement. Expectation; 100% of students are at proficiency by 2014 on state standards. Schools required to show adequate yearly progress toward goal or sanctions imposed. NCLB provides: scientifically based research, expanded parental options, expanded flexibility and local control, encourages teachers development. NCLB requires: highly qualified teachers, assessments at grades 3-8 and high school, professional development, state accountability testing, parent information dissemination. College and career-ready expectations for all students (hence, CCSS); must belong to PARCC or Smarter State developed differentiated recognition, accountability, and support (identify and label school performance, plan for improving low performing schools Supporting effective instruction and leadership—states must develop evaluation systems for teachers and principals including measures of student growth and professional practice Reducing duplication and necessary burden—states must remove reporting requirements that have little or no impact on student outcomes.

National Assessment of Educational Progress- Nation's Report Card: comprehensive data base Began in 1969 and continues today 1990-Performance-Based Assessment: what students can do (state by state breakdown) Provides levels of student achievement by region, gender, race/ethnicity, age, other queries.

Creates anxiety Categorize and label students Damage student's self concepts Create self-fulfilling prophecies Measure limited characteristics of individuals Biased toward minorities Do not assess HOTS

Increase graduation requirements: English, math, science, social students, and computer science. Schools and colleges should adopt higher and measurable standards for academic performance. time students spend engaged in learning should be significantly increased. Strengthen teaching profession through higher preparation and professional growth standards.

process for gathering information about student learning. includes a variety of procedures both informal and formal. Used for making decisions about students, schools, formulating policies.

assigning numbers to represent degree to which a student knows content or possesses attribute.

process of making a value judgement about the worth of a student's product or performance.

an instrument or procedure for obtaining information about an individual's knowledge and skills related to content (may apply to a school; may be expanded to local, state, or national level).