1. Backwards Assessment Design & Deconstructing Standards Created by Kristen Maxey Moore Revised for SES by Tracey H. Lewis

3. One starts with the end- the desired results (goals or standards) – and then drives the curriculum from the evidence of learning (performance) called for by the standard and the teaching needed to equip students to perform. Wiggins and McTighe, 2000, pg 8

4. Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. What should the student know, understand, and be able to do? (Standards)

5. Assessment of Learning Assessment for Learning ReasonCheck StatusImprove Learning To InformOthers about students Students about themselves FocusStandardsEnabling Targets ExampleHigh stakes external assessments Classroom tests used for grades Assessments that diagnose needs or help students see themselves improve Place in timeAn event after learning A process during learning

6. Teacher Role 1. Identify the standard 2. Deconstruct the standard to enabling targets 3. Transform to student-friendly version 4. Create accurate classroom assessments 5. Use with student to track growth Student Role What does success look like? How do I do better the next time?

7. Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. How will we know if students have met the standards? What will we accept as evidence of student understanding and proficiency?

8. Informal checks for understanding Observations/DialogueQuiz/TestAcademic prompt Performance task/project

9. Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction. What enabling knowledge will students need to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached and how should it best be taught? What materials and resources are best suited to accomplish these goals? Is the overall design coherent and effective?

11. Breaking a standard, goal, or benchmark into smaller, more explicit learning targets

12.  Enhances student understanding and mastery  Enables teachers to interpret standards the same way  Clarify learning targets  Write broad standards as smaller more explicit learning targets

13.  When targets for students and teachers are unclear  When necessary to create a common understanding of learning targets  When creating assignments aligned to standards It is not necessary to deconstruct every standard!

14.  What knowledge will students need to demonstrate the intended learning?  What patterns of reasoning will they need to master?  What performance/skills are required, if any?  What product or capabilities must they create or acquire, if any? Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.

15. Knowledge: basic information, knowledge, facts, concepts to be learned outright Key Words: explain, describe, identify, recall, recognize, select, list, understand, define, label, know, match, choose, tell, recall

16. Thinking/Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision. They often expect higher order cognitive operations or problem solving skills. Key Words: predict, infer, classify, compare, contrast, summarize, analyze, evaluate, generalize, justify, solve, use, categorize

17. Performance/Skill: Achievement related skills are exhibited by the student in specific academic contexts. Key Words: observe, perform, compose, conduct, speak, operate, investigate, collect, assemble, use, demonstrate, measure, model, dramatize

18. Products: Achievement related products to be created by the student. Key Words: design, produce, make, write, draw, represent, display, model, develop, create, construct

20. Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace. Step 1: Identify the key concepts: List what students need to know (noun or noun phrases) Step 3: Identify type(s) of learning target(s): Step 2: Determine the learning target(s): List what students need to do (verbs). Place one learning target per line. KnowledgeReasoning Performance /Skill Product example: report Step 4: Establish content boundaries and clarify terms within the standard: List the words that may be used to further explain the concepts in the standard and clarify terms within the standard. Example: term to clarify "speak clearly"Example: Content Boundary terms: pacing, tempo, diction, enunciate

21. 1. Identify the key concepts Within the standards are the specific concepts that students need to know in order for the standard to be met. These concepts are then applied to the specific learning targets.

22. 2. Determine the learning target(s): List what students need to do (verbs) within the standard.

24. Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace. Step 1: Identify the key concepts: List what students need to know (noun or noun phrases) Text, story, experience, facts, details, main idea, theme, pace… Step 3: Identify type(s) of learning target(s): Step 2: Determine the learning target(s): List what students need to do (verbs). Place one learning target per line. KnowledgeReasoning Performance /Skill Product example: report X Step 4: Establish content boundaries and clarify terms within the standard: List the words that may be used to further explain the concepts in the standard and clarify terms within the standard. Example: term to clarify "speak clearly"Example: Content Boundary terms: pacing, tempo, diction, enunciate

25. 3. Identify the Type(s) of Learning Targets: For each standard, consider the knowledge, thinking and reasoning, performance skills, and/or product that that are prerequisite to and underpinning competencies for that standard. Te ultimate intent of a standard might be any, several, or all of the four types of targets.

32. Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace. Step 1: Identify the key concepts: List what students need to know (noun or noun phrases) Text, story, experience, facts, details, main idea, theme, pace… Step 3: Identify type(s) of learning target(s): Step 2: Determine the learning target(s): List what students need to do (verbs). Place one learning target per line. KnowledgeReasoning Performance /Skill Product example: report X tell X recount X use X support X speak X Step 4: Establish content boundaries and clarify terms within the standard: List the words that may be used to further explain the concepts in the standard and clarify terms within the standard. Example: term to clarify "speak clearly"Example: Content Boundary terms: pacing, tempo, diction, enunciate

33. 4. Content Boundaries and clarification of terms within the standard: develop Content Boundaries are those words or phrases that students should be expected to know, and be able to use, as they develop skills to master the standard.

37. Standard: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an understandable pace. Step 1: Identify the key concepts: List what students need to know (noun or noun phrases) Text, story, experience, facts, details, main idea, theme, pace… Step 3: Identify type(s) of learning target(s): Step 2: Determine the learning target(s): List what students need to do (verbs). Place one learning target per line. KnowledgeReasoning Performance /Skill Product example: report X tell X recount X use X support X speak X Step 4: Establish content boundaries and clarify terms within the standard: List the words that may be used to further explain the concepts in the standard and clarify terms within the standard. Example: term to clarify "speak clearly“ Appropriate Understandable pace Relevant facts, organized Example: (prerequisites) Content Boundary terms: pacing, tempo, diction, enunciate Main idea, details, themes, retelling, facts, sequence, parts of a story…

38. 5. Construct specific skill statements: Skill statements identify the rigor in thinking that is required by students. They must be written in measureable terms so that both the students and teachers will know where they are in the progress to proficiency.

40. Design Implications for Instruction and Formative Assessment All progressions share the characteristic of moving from less to more sophisticated understanding or skills. Where they differ is in the span of the progression, and in the level of detail or granularity.

41. Unit Objective:: Upon completion of this unit, the learner will swim freestyle across the pool a distance of 50 yards. ___I can get into the water. ___I can hold my breath. ___I can put my face in the water. ___I can kick using a kickboard. ___I can show proper arm strokes and breathing techniques. ___I can use my arm strokes and kick in the water at the same time. ___I can combine my arm strokes, breath properly and kick at the same time in the water. ___I can freestyle 10 yards without assistance. ___I can freestyle 20 yards without assistance. ___I can freestyle 30 yards without assistance. ___I can freestyle 40 yards without assistance. ___I can freestyle 50 yards without assistance F I I I F S F I Formal FA Informal FA

45. Needs to be seeable and measurable! Learning Progression… What are the building blocks to be successful? Step 5: Construct specific skill statementsTarget TypesLevel of Rigor learning target(s Step 6: Identify the types of learning target(s) (K, R, P and/or P) and the Level of Rigor (Blooms and Webb’s DOK) BloomsDOK Example: I can identify the main idea in a specific piece of textReasoning Remember 1

46. Needs to be seeable and measurable! Learning Progression… What are the building blocks to be successful? Step 5: Construct specific skill statementsTarget TypesLevel of Rigor Step 6: Identify the types of learning target(s) (K, R, P and/or P) and the Level of Rigor BloomsDOK Example: Identify the main idea in a specific piece of text Reasoning Remember 1 I can identify descriptive details in a piece of text Knowledge Remember 1 I can retell a story accurately in my own words Knowledge Remember 1 I can compare and contrast a topic, text or story Reasoning Analyzing 2 I can identify a theme in a specific piece of literature Reasoning Understand ing 2 I can enunciate words clearly when speaking Performance Applying 1 I can present a report on topic in a clear and concise manner. Performance Evaluatin g 3

47. Try one on your own Standard: Step 1: Identify the key concepts: List what students need to know (noun or noun phrases) Step 3: Identify type(s) of learning target(s): Step 2: Determine the learning target(s): List what students need to do (verbs). Place one learning target per line. KnowledgeReasoning Performance /Skill Product Step 4: Establish content boundaries and clarify terms within the standard: List the words that may be used to further explain the concepts in the standard and clarify terms within the standard. Clarify TermContent Boundaries