Download presentation
Presentation is loading. Please wait.
Published byJessica Peters Modified over 9 years ago
1
Complete Unit Ewing Coleman Green EDD 8112 CRN 22080 Assessment Centered Curricular Design Nova Southeastern University November 15, 2013
2
Algebra 1 Unit 2 Linear and Exponential Relationships
3
Linear – constant rate of change Exponential – non-linear rate of change (exponent other than 1)
4
Backward Unit Design Founded on three basic elements (1) Desired Results Assessment Evidence Learning Plan “Backward design yields greater coherence among desired results, key performances, and teaching and learning experiences, resulting in better student performance – the purpose of design.” (1) Wiggins and McTighe (2005, p. 33)
5
Unit Design Wiggins & McTighe’s original three design elements expanded to six stages Stage 1: Enduring Understanding Stage 2: Essential Questions Stage 3: Assessment Stage 4: Learning Experiences Stage 5: Resources Stage 6: Reflection
6
Stage 1 Enduring Understanding Common Core Standards
7
Stage 2 Essential Questions
8
Stage 3 Assessment Strategies Diagnostic Formative Mid-Module Summative Performance/Authentic Self
9
Diagnostic Assessment Purposes Determine mastery of content entering the unit Inform individual learner needs Remedial Enrichment into Geometry Guided independent study and self-assessment Form Written assessment similar to unit summative assessment Grade only informs instructional strategies
10
Formative Assessment Purposes Empower students to own the learning process Provide structured practice to construct understanding Provide descriptive feedback Inform student and teacher on mastery development Determine next steps for mastery attainment Forms Collaborative cluster problem solving Online Gizmos Learning Assignments (not “homework”)
11
Mid-Module Assessment Purposes Gather evidence of mid-unit mastery attainment Provide descriptive feedback Inform student and teacher on mastery development Determine next steps for mastery attainment Document level of demonstrated mastery (“grade”) Form Written assessment
12
Summative Assessment Purposes Gather evidence of end of unit mastery attainment Provide descriptive feedback Inform student and teacher on mastery development Determine next steps for mastery attainment Document level of demonstrated mastery (“grade”) Form Written assessment
13
Unit Summative Assessment
19
Performance/Authentic Assessment Purposes Individualize student expression of mastery Bring personalized meaning to learning Appeal to individual student passion Engage whole brain development Build cross-curricular understanding Link to real-world relevancy Forms Varied
23
Self-Assessment Purposes Empower students to own the learning process Build lifelong learning and achievement skills Build intrapersonal intelligence Develop student self-efficacy Help students chart their own journey toward mastery attainment Forms Varied, frequently using an exemplar
24
Three self-assessment formats included in this unit Unit goals Action Oriented Reflection Prompts on assessments
28
Stage 4 Lesson plans and learning engagements Lesson plan elements Collaborative clusters Investigation SmartBoard lesson Explore Learning Gizmo
29
Lesson Plans Collaboratively designed with subject partner Lesson plan elements: Previous learning assignment review Concept introduction via SmartBoard lesson Investigation/exploration Explore Learning Gizmo focused on concept Problem solving at collaborative table clusters Self-assessment New learning assignment
30
Mr. Green’s SmartBoard and collaborative clusters
31
High Jump record investigation – men versus women!!
32
SmartBoard lesson pages
33
Explore Learning Gizmo (2) (2) www.explorelearning.com
34
Gizmo online formative assessment with immediate feedback and explanation
35
Stage 5 Resources
36
Stage 6 Reflection
37
Calendars
39
Unit Quality Two self-assessments Entire Unit Using Assignment 2, 3, and 4 rubrics Unit summative assessment evaluated along three dimensions Distribution of items – learning outcomes Enduring Understanding Common Core Mathematics Standards Distribution of items – difficulty Bloom’s Taxonomy
40
Entire Unit
41
Overall rubric total score of 29 out of 30 Improvement area: More comprehensive performance tasks with GRASPS (3) prompts (3) Goal, Role, Audience, Situation, Performance, and Standards (Wiggins & McTighe, 2005, p. 157)
42
Unit Summative Assessment Quality – Learning Outcomes
43
Learning Outcomes Analysis showed The enduring understanding and all five essential questions were addressed across the 32 items EQ #5 (how rate of change effects shape of graphs) may be over-represented 9 of 22 Unit Common Core Mathematics Standards addressed Appropriate since this assessment measures understanding across the Linear concepts -Exponential to be studied next
44
Unit Summative Assessment Quality – Item Difficulty
45
Bloom’s Taxonomy Analysis showed All six Bloom’s levels are addressed 18 of 31 graded items address Application level Is this an appropriate cognitive distribution given the audience and subject matter? Approximate normal distribution when viewed as a sideways histogram Slight bias toward higher cognitive end of Bloom’s versus lower
46
Overall Unit Quality Analysis of the unit self-assessment showed: Comprehensive backward-designed template Standards-based learning focus Balanced assessment strategies Varied self-assessment formats Varied whole brain learning engagements Effective use of digital resources Include more comprehensive performance tasks with GRASPS, authentic assessment Further analyze assessment item balance across Common Core standards and Bloom’s levels
47
Image URLs Slide 2. Anonymous student at SmartBoard. Retrieved from https://encrypted- tbn0.gstatic.com/images?q=tbn:ANd9GcSzeS1qe0FJDkCFN_pKUgJxrvbB51JB7cOHp6bMsGf AubXJYA_z4w Slide 2. Bridge. Retrieved from http://blog.keycurriculum.com/2012/03/what-do-you-wonder- real-world-math-problems-are-everywhere/ Slide 2. Parabolic rollercoaster. Retrieved from https://encrypted- tbn1.gstatic.com/images?q=tbn:ANd9GcSxX_MWbDefsXeVGepCnZ5oaU9hUfX3uSkSf29jxB9 DQRtoiRG8Cw Slide 3. Airplane takeoff. Retrieved from https://encrypted-tbn2.gstatic.com/images q=tbn:ANd9GcR8P6YyJHaVmV3Sel6ya8m4C8czyW3cJ_vybo7DmbwZ8EtJqLZM Slide 3. Very large array. Retrieved from https://encrypted- tbn2.gstatic.com/images?q=tbn:ANd9GcQHTrN8LiLopFi7jMnTes7z2MT6syWnW7wYNkVWtkNl 8oDwXsfWiA
48
References Explore Learning Gizmos. www.explorelearning.com Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.