An AAC Professional Learning Module Book Study based on the AAC publication Creating Credible Criteria Creating Credible Criteria Module 4: The “I Can” Dilemma

Module 4 in Context 2 Creating Credible Criteria Module 1 introduced participants to the AAC working definition of criteria and explored teachers’ professional responsibility in regard to creating credible criteria. Creating Credible Criteria Module 2 explored Alberta learner outcomes through the lens of the levels of cognition as the foundation for creating credible criteria. Creating Credible Criteria Module 3 modeled a four-step process for integrating criteria into the instruction/formative assessment sequence. The purpose of Module 4 is to consider some cautions of which to be aware when using “I can” statements to articulate criteria..

Logistics Page numbers in the upper right hand corner of the slides refer to pages in Creating Credible Criteria. Participants will require access to a copy of the resource in order to take full advantage of this professional learning experience. Participant materials and facilitator notes are available to accompany this professional learning module. These materials are provided as a service to AAC members and are protected by copyright. If modifications are desired, the modified version should clearly indicate that they have been modified from the original and also provide the link to the original materials. Modified materials are for personal use and may not be subsequently posted to any website. The complete AAC Copyright and Terms of Use document is available at 3

Lingering Thoughts: The “I Can” Dilemma 4

Criteria: The AAC Working Definition statements beginning with strong action verbs that identify the learning to be achieved, based on Alberta Programs of Study LEARNER OUTCOMES RUBRIC DESCRIPTORS CRITERIA p. 2 5

The Role of Bloom’s Taxonomy in Creating Credible Criteria Evaluation [judge it] Synthesis [create it] Analysis [examine it] Application [use it] Comprehension [explain it] Knowledge [recall it] a tool to guide decisions about instruction and assessment focuses on the verbs of the learner outcomes level of the taxonomy is often implied rather than directly stated 6

The “I Can” Dilemma “I can”… 7 pp

Caution #1 Ensure the “I can” statement accurately reflects the level of cognition embedded within the learner outcome. p. 32 8

What Went Wrong? I can describe the structure of government and society in ancient Athens. Grade 6 Social Studies To what extent were democratic ideals of equity and fairness part of the structure of government and society in ancient Athens? p. 32 9

Caution #2 Ensure the “I can” statement remains focused on what the students will do to demonstrate the assessment evidence, rather than on what the teacher will do during the instructional sequence. p

What Went Wrong? I can build a burglar alarm. Grade 5 Science Students will Design and construct a burglar alarm. p

Caution #3 Ensure the “I can” statement is derived from the program of studies and not peripherals of the instructional sequence and/or teacher preferences. p

What Went Wrong? Grade 4 Social Studies communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes I can… Speak clearly Speak slowly Speak with expression Make eye contact Use gestures p

Caution #4 Ensure that evidence of student learning is gathered in an appropriate manner. p

What Went Wrong? I can label the WHMIS symbols. Science 10 Students will Illustrate an awareness of WHMIS guidelines and demonstrate safe practices in handling, storage and disposal of chemicals in the laboratory and at home p

Caution #5 Ensure the original learner outcomes are always recorded alongside the “I can” statement in teacher planning documents. p

What Went Wrong? Pro Program of Studies I have created “I can” statements. p

What Went Wrong? I have created “I can” statements. p

Lingering Thoughts In the context of classroom assessment, we need to be sure we are teaching and assessing the right things. Criteria, or the basis on which judgements about student performance are made, must be accurate – or credible. While Creating Credible Criteria provides a variety of principles and models, the real work of creating credible criteria rests with teachers immersed in making curriculum meaningful to their students on a daily basis. p. 34 ? Observations? Ah-ha moments? Challenges? 19

Questions? 20