Assessment Literacy Module

Assessment Literacy Module
California Department of Education Tom Torlakson, State Superintendent of Public Instruction Assessment Literacy Module Unit 4: Developing Standards-based Instructional Learning Targets

Welcome to Unit 4 The purpose of this unit is to provide information on the critical importance of the development and communication of instructional learning targets, based on the CA CCSS, to guide planning for teaching and appropriate, accurate assessment. Welcome to Unit 4 of the Assessment Literacy Professional Learning Module. As teachers prepare for standards-based instruction and assessment, they establish clear and specific learning targets based on the CA CCSS. This unit will explore a process for developing instructional learning targets and identifying appropriate assessment methods to monitor student progress toward achievement of those targets.

Learning Objectives for Unit 4
By the end of this unit, participants will be able to: Explain the rationale for the development and communication of clear CA CCSS-based instructional learning targets. Explain a process for deconstructing content standards across curricular areas. Explain the rationale for and development of specific instructional learning targets. In this unit, a process for developing instructional learning targets, clarifying what is required for mastery of the content standards and determining the most effective, efficient assessment methods for assessing student proficiency of the standards is explored. Distinguish between instructional learning targets and Smarter Balanced assessment targets. Explain and apply a process for classifying types of instructional learning targets across curricular areas.

Preparing and Planning for Instruction and Assessment
This unit focuses on establishing instructional learning goals and targets based on the CA CCSS. This takes place during the preparation phase as indicated on the graphic below.

The first critical question asked by professional learning community teams is most often “What do we want our students to know and be able to do?” To help answer that question, read the quote below: “Start with statements of what students should know and be able to do in a single unit of instruction…Any system that organizes statements of what students are expected to know and be able to do enhances student learning because it provides clarity to students and teachers alike.” ‒Marzano 2013 Many schools and districts in California are working together as professional learning communities to focus on student results. Professional learning community teams often begin their work by asking “What is it we want our students to know and be able to do?” As assessment-literate educators begin preparing for instruction, Robert Marzano emphasizes the importance of starting with a clear statement of what students are expected to know and be able to do in order to provide clear targets for teachers and students. To learn more about Marzano’s ideas on this topic, visit the Web site on this slide and read the full article “Targets, Objectives, Standards: How Do They Fit?” Review Marzano’s article, “Targets, Objectives, Standards: How Do They Fit?” at

The CA CCSS provide the big picture road map for California educators as they begin to identify what students should know and be able to do in each grade level or course. California’s CCSS-based curriculum frameworks for mathematics and English language arts offer additional guidance to educators as they collaborate to clarify instructional learning targets for themselves and for their students. Frameworks for the CA CCSS provide guidance and additional clarity to CA CCSS based instructional learning targets. The frameworks are valuable tools to use during the preparation and planning phase of the Teaching-Assessment Cycle.

Review the updates for the 2014 revision of the English Language Arts/English Language Development Framework at Review updates for the 2013 revision of the Mathematics Framework at To view the current drafts of the revised ELA and mathematics frameworks, visit the Web sites on this slide.

When preparing for assessment and instruction, educators must analyze the CA CCSS they will be teaching and break them into instructional learning targets that form the foundation for instructional and assessment activities in daily lessons. Instructional learning targets are student-friendly descriptions of what students are expected to know and be able to do at the end of a given standards-based lesson. When preparing for assessment and instruction, educators must analyze the CA CCSS they will be teaching and break them into instructional learning targets that form the foundation for instructional and assessment activities in daily lessons. These targets may be communicated using words or pictures, and when shared explicitly and in a meaningful way with students, they become clear targets on which students can focus during the learning process. Instructional learning targets also benefit the adult stakeholders in the system (e.g., parents and teachers) by providing clarity for planning, teaching, monitoring, and assessing student learning activities.

Assessment Targets Recall that Smarter Balanced assessment targets describe the expectations of what will be assessed by the items and tasks. Review the following to help differentiate assessment targets from instructional learning targets: Assessment targets are used primarily in the Smarter Balanced quality assurance process, while instructional learning targets are part of daily classroom-based practice. Instructional learning targets focus educators on selecting and prioritizing certain aspects of standards-based curriculum, “targeting” instruction so that the connection between instruction and assessment can be more explicit and effective. Recall from Unit 2 that the term “assessment targets” is used by the Smarter Balanced Consortium to describe the expectations of what will be assessed by the items and tasks on the summative assessment. At the classroom level, instructional learning targets are used to focus on the skills and knowledge that students will acquire through the instructional process. Evidence of student acquisition of those targeted skills and knowledge will be gathered through local and state assessment activities.

Developing Instructional Learning Targets
In Classroom Assessment for Student Learning: Doing It Right - Using It Well, the authors provide a concise rationale for the development of clear, specific instructional learning targets: "One of the most important contributors to accuracy of assessment information is the match to what was or will be taught. If we are not clear about the specific learning targets at the focus of instruction, we will not be able to create or select assessments that accurately measure achievement. Before planning instructional activities, it is a good idea to have a sense of what you will assess and how" –Chappuis et al. 2012 The authors of Classroom Assessment for Student Learning: Doing It Right—Using It Well point out the importance of having clear instructional learning targets on which to focus teaching and learning activities in the preparation and planning phase of instruction and assessment. Without clear learning targets, educators will not be able to develop or select appropriate assessments to monitor student learning accurately. Next we’ll review the five-step process for developing instructional learning targets. Refer to the 5-Step Process handout in your participant packet. This graphic organizer can be used as a tool when using the five step process for developing instructional learning targets. As we work through the five step process together, you will complete each step on your graphic organizer. Handout 5-Step Process

Developing Instructional Learning Targets
While there are multiple ways to develop instructional learning targets, the following steps are widely used by educators: Step 1. Deconstruct the content standard to provide clarity on what it is students are expected to know and be able to do. Step 2. Complete a task analysis of the standard to identify the building blocks or sub-skills of the standard that are necessary for student mastery of the targeted skills or knowledge. Step 3. Develop individual instructional learning targets to provide the focus for daily instruction and classroom-level, minute-by-minute, and day-by-day assessment. This five step process can be used for the development of instructional learning targets. Refer also to the 5 Step Process handout as a quick reference. Step 4. Match assessment method(s) to the instructional learning targets and/or content standard to increase the accuracy of assessment information. Step 5. Communicate instructional learning targets in student friendly language to help ensure that students are clear about what it is they are expected to know and be able to do as a result of classroom instruction.

Step 1: Deconstructing the Standards
Deconstructing is the process of taking a broad standard and analyzing its components, then breaking the standard into smaller, more explicit instructional learning targets for use in daily teaching and classroom-level assessment. Steps in the Deconstructing Process: 1. Identify the action required of the learner. Deconstructing the standard is simply analyzing the standard to determine what it requires students to know and be able to do. This is the first step in the process in the development of clear instructional learning targets. First, educators identify the action that the standard requires the learner to complete. Then the specific academic content (knowledge or skill) of the standard is identified. The following slides will provide an example of this two step deconstructing process. Step 1, deconstructing the content standard, helps to ensure that teachers are clear on what students are expected to know and be able to do to reach mastery of the standard. 2. Identify the content in the standard.

Example: The standard below will be used to demonstrate the five-step process of developing instructional learning targets: Grade 4, Reading Standard 2 for Informational Text Determine the main idea of a text and explain how it is supported by key details; summarize the text. A fourth grade CA CCSS reading standard will be used to demonstrate the two steps in the deconstructing process. A graphic organizer can be used as a tool to complete the 5-step process. Refer to the Developing Instructional Learning Targets Graphic Organizer that will be used as the 5 Step Process is demonstrated with a CA CCSS. I will use the graphic organizer to demonstrate step 1. Note to Facilitator: Using a document camera or overhead projector, display a copy of the blank graphic organizer and demonstrate filling in the first section of the Graphic Organizer: Developing Instructional Learning Targets for step 1 of the 5 step process. If time allows, provide an additional copy of the blank Developing Instructional Learning Targets Graphic Organizer included in the participant packet, have participants work in grade level/department teams to deconstruct CA CCSS standards. Ask the teams to share their work product with the whole group to reinforce the deconstructing procedure. Handout Developing Instructional Learning Targets Graphic Organizer

Example: Begin with the following questions : Identify the Action: What does the student need to be able to do? Identify Content: What does the student need to know? The process begins by answering the question what will the student be expected to do to demonstrate mastery of the standard. Then the content knowledge and/or skill required by the standard is identified.

Example: The table below provides an example of the deconstructed Grade 4 standard: 1. Content Standard Deconstructed: Action Content Determine the main idea in a text Explain how it is supported by key details Summarize the text For the fourth grade standard used as an example, the student needs to determine, explain and summarize. Some standards will require only one action while others will require multiple actions. What will the student need to determine? What will the student need to explain? What will the student need to summarize? These three questions lead to identifying the academic content required to demonstrate mastery of this standard.

Refer to additional deconstructed CCSS examples from other grade levels or content areas to work on deconstructing standards at your grade level. Take some time to work to review additional examples of deconstructed CA CCSS for your grade level or content area. Note to Facilitator: As time allows, have participants work in grade level/department teams to deconstruct one or more of their grade level/content area standards using a blank version of the graphic organizer provided in the handout packet. Handout Deconstructed CCSS Examples

Step 2: Task Analysis The skills, knowledge, and concepts addressed in the CA CCSS often need to be broken down into component parts or “chunks” for planning and implementing instruction and assessment. Task analysis involves breaking a standard down into the building blocks necessary for student mastery of that content standard. The process: Requires identification of the teachable and measurable sub-skills that lead to proficiency in the skills, knowledge, or concepts of a content standard. Provides a road map for sequencing instruction and assessment to fully address the content standard. The fourth grade reading CA CCSS used to demonstrate deconstructing the standard required students to determine the main idea, explain how it is supported by details, and to summarize the text. With most fourth grade students, all of these elements of the content standard would not be taught in one lesson. During the preparation phase of the Teaching-Assessment Cycle, teachers task analyze the content standards to break it down into the learning components required into chunks or building blocks to be taught in a series of lessons leading to mastery of the standard. What are the teachable and measurable sub-skills within the standard that will lead students to proficiency? In what order do the sub-skills need to be taught? These are the questions to be answered in the task analysis procedure.

Grade 4, Reading Standard 2 for Informational Text
Step 2: Task Analysis Refer again to the Grade 4 example: Grade 4, Reading Standard 2 for Informational Text Determine the main idea of a text and explain how it is supported by key details; summarize the text. Think about the fourth grade reading standard that was previously used to demonstrate the deconstruction process.

Step 2: Task Analysis The following questions are key to the task analysis process: What are the teachable and measurable sub-skills required to reach proficiency on this content standard? What skills, concepts, or knowledge do students need to have in order to determine the main idea of a text, explain how it is supported by key details, and to summarize the text? What are the teachable and measurable sub-skills, the chunks of learning, that will lead to student mastery of the standard?

Step 2: Task Analysis Below is an example of the teachable and measurable sub-skills identified through a task analysis of the example Grade 4 reading standard: 2. Task Analysis Sub-skills: Be able to define concept of main idea; be able to identify main idea in text; be able to define concept of detail; be able to identify details in text; be able to verbally explain how details support the main idea; be able to explain in writing how details support the main idea; be able to define concept of summarizing/summary of text; be able to verbally summarize text; be able to write a summary of text. Read through this list of sub-skills for the fourth grade reading standard previously used to demonstrate the deconstruction process. Now see how these sub-skills identified through the task analysis process fit into the graphic organizer template. Note to facilitator: Display the copy of the graphic organizer you used to demonstrate entering the action and content information on the 4th grade on the document camera or overhead projector and demonstrate entering the task analysis sub-skills for the 4th grade standard onto the organizer. As time allows, have grade level/department teams practice the task analysis process with the standard(s) they previously deconstructed, continuing to build on the graphic organizer. Directions for this activity: Complete a task analysis for an ELA or mathematics standard for your grade level or content area with your group. Come to consensus as a team on what the sub-skills or building blocks for that standard are and how they can best be sequenced for instruction and assessment in the classroom.

Step 3: Developing Specific Learning Targets
The teachable, measurable sub-skills of the standard identified through task analysis can then be translated into specific instructional learning targets to guide the planning and implementation of step-by-step classroom instructional and assessment activities. Remember: “The accuracy of any assessment hinges on clear targets” (Chappuis et al. 2012). The next step to be completed in the preparation and planning for instruction is to translate the teachable, measurable sub-skills of the standard identified through the task analysis process into specific instructional learning targets to guide the Teach, Assess and Analyze and Act phases of the Teaching-Assessment Cycle. These learning targets will help to focus teachers and students during instructional and assessment activities.

Below is an example of instructional learning targets for the Grade 4 reading standard: Grade 4, Reading Standard 2 for Informational Text Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Instructional Learning Targets a. Students will be able to determine the main idea of a text. b. Students will be able to explain verbally and in writing how details in the text support the main idea. c. Students will be able to summarize the text verbally and in writing. Read this example of specific instructional learning targets for the fourth grade reading standard. Notice the language used in these learning targets—”The students will be able to…” Clear instructional learning targets describe what students will be able to do at the end of a lesson. Note to Facilitator: Display the copy of the developing graphic organizer on the document camera or overhead projector and demonstrate entering the instructional learning targets for the 4th grade standard onto the organizer. Now see how these specific instructional learning targets fit into the graphic organizer template. Notice how each step, beginning with deconstructing through formulating instructional learning targets, progressively build upon each other, increasing clarity on skills and knowledge to be addressed in lesson planning. [As time allows, have grade level/department teams practice developing specific learning targets. Have them record their learning targets on the graphic organizer template.]

Which Assessment Literacy Attribute is involved in the deconstructing and task analysis processes? Answer: Preparation and planning phase step: Establish learning goals/targets based on CA CCSS.

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods "One way you will know that your targets are clear and usable is if you can determine what kind of learning is being called for. The accuracy of the assessments you develop will depend in part on your ability to classify learning targets in any written curriculum in a way that helps ensure a dependable assessment." –Chappuis et al. 2012 The next step includes thinking about the instructional learning targets and determining the kind of learning and/or thinking that is called for will contribute to the increased accuracy of data gathered through assessment.

Types of Instructional Learning Targets
Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Types of Instructional Learning Targets The authors of Classroom Assessment of Student Learning (Chappuis et al. 2012) identify four primary types of instructional learning targets: Knowledge targets Reasoning targets There are four primary types of instructional learning targets identified by the authors of Classroom Assessment of Student Learning—Doing It Right, Using It Well. Skill targets Product targets

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Types of Instructional Learning Targets Refer to handout “Types of Instructional Learning Targets” for a table displaying the target types along with examples of the CA CCSS that illustrate each. Take a few minutes to review this table provided in your participant packet. The table explains each of these types of instructional learning targets, lists examples of key words frequently used in each type of target and offers examples of each type of target from the CA CCSS. Think of other examples for each type of instructional learning targets for the grade level/content area that you teach. As time allows, discuss target type examples with an elbow partner. Handout Types of Instructional Learning Targets

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Types of Instructional Learning Targets This table shows the types of instructional learning targets to the right of the identified targets for the Grade 4 standard: 3. Instructional Learning Targets a. Students will be able to determine the main idea of a text. b. Students will be able to explain verbally and in writing how details in the text support the main idea. c. Students will be able to summarize the text verbally and in writing. 4. Type of Instructional Learning Targets a. knowledge b. knowledge c. reasoning and product (written summary) Review the types of learning targets identified for the fourth grade reading standard correlated to the previously formulated instructional learning targets. Note to Facilitator: As time allows, have grade level/department teams identify the types of instructional learning targets for the standard(s) they have been working with in this process, continuing to build onto their graphic organizer.

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Assessment Methods Next in determining appropriate classroom assessment is to match the type of instructional learning target to the type of assessment that would most accurately and effectively measure what is intended to be taught. Key Point: “The accuracy of any classroom assessment depends on selecting the appropriate assessment method that matches the achievement target to be assessed. Acceptable matches result in accurate information gathered as efficiently as possible. Mismatches occur when the assessment method is not capable of yielding accurate information about the learning target.” –Chappuis et al. 2012 Once the instructional learning targets have been identified by type, the most effective, efficient assessment method for gathering accurate data about student learning progress is determined. Read the quote from Classroom Assessment for Student Learning—Doing It Right, Using It Well that emphasizes the importance of having a strong match between the type of instructional learning target and the assessment method or methods used to gather accurate information.

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Assessment Methods Refer again to your handout as we begin to think about how to accurately and efficiently assess the CA CCSS. Use the table in your graphic organizer to think about how you might accurately and efficiently assess CA CCSS. Handout Types of Instructional Learning Targets

Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Assessment Methods 1. Select some of the CA CCSS examples in the third column. 2. Discuss: How would you efficiently and accurately assess student mastery of the components of these standards? Which assessment methods or item types would you use? Working as a table group, choose some of the CA CCSS examples in the third column of the table. Discuss how you would assess student mastery of the skills and knowledge involved in the standards. Which assessment methods/item types presented in Unit 2 might you use? Chart your pairings of target-method match to share with the whole group. 3. Write your pairings of example target types with assessment methods in your journal.

Target-Assessment Method Match
Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Target-Assessment Method Match The Target-Assessment Method Match table summarizes which assessment methods are generally best matched to the basic types of instructional learning targets. Note that for most types of learning targets, there are multiple assessment methods that can yield accurate, reliable information on student learning. A + indicates a strong match between method and target; a check mark indicates an acceptable match; and a – indicates a weak match. The table titled Target-Assessment Method Match in your participant packet summarizes which assessment methods are generally best matched to the basic types of instructional learning targets. As you review the table, note that for most types of learning targets, there are multiple assessment methods that can yield accurate, reliable information on student learning. A + indicates a strong match between method and target; a check mark indicates an acceptable match; and a – indicates a weak match. After reviewing this table, would you change any of the target-method match pairings you created as a table group? Handout Target-Assessment Method Match

Target-Assessment Method Match
Step 4: Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods Target-Assessment Method Match This table provides an example of matching the types of identified instructional learning targets to accurate, efficient assessment methods or item types for the Grade 4 reading standard: 3. Instructional Learning Targets a. Students will be able to determine the main idea of a text. b. Students will be able to explain verbally and in writing how details in the text support the main idea. c. Students will be able to summarize the text verbally and in writing. 4. Type of Instructional Learning Targets and Assessment Methods a. Knowledge—selected response; short constructed response b. Knowledge—selected response; short constructed response c. Reasoning and product (written summary)—constructed response (short or extended depending on the complexity of the text) Review this slide to see an example of matching types of learning targets to assessment methods for the fourth grade reading standard. Notice that for each specific instructional learning target, there are multiple methods of assessment that would yield accurate information on student learning progress. Review the graphic organizer with the instructional learning target types-assessment method match sections of the template completed for the fourth grade reading standard. Note to Facilitator: Display the copy of the developing graphic organizer on the document camera or overhead projector and demonstrate entering the assessment methods for each instructional learning target for the 4th grade standard onto the organizer. As time allows, have grade level/department teams continue developing their graphic organizer by matching the learning targets they previously identified for the standard(s) they selected with appropriate assessment methods for the target type.

Step 5: Communicating Instructional Learning Targets
“Once our learning targets are clear to us, we need to make sure they will be clear to students…a key feature to student success is students knowing where they are going–that is, understanding what they are to learn." –Chappuis et al. 2012 Sometimes the CA CCSS may be shared with students as instructional learning targets in the original form. Often, when the CA CCSS are complex and involve multiple skills or concepts, teacher teams need to develop student-friendly, understandable versions of the instructional learning targets and then share those targets with students. Student-friendly learning targets are most often formulated using “I can…” or “I will be able to…” statements. The final step in the preparation and planning process to inform lesson planning, teaching and assessing of student learning is the communication of instructional learning targets. Many CA CCSS are complex and involve language that may not be familiar to students. Even when the CA CCSS is stated in student-friendly language, the specific learning targets developed by teachers to teach the sub-skills/building blocks involved in mastery of the standard need to be written in language that will be meaningful and comprehensible to all student learners. Consistently using “I can” or “I will” statements will help students to understand and be clear on the learning expectations for lessons.

The graphic below provides an example of student-friendly instructional learning targets for the Grade 4 standard: 3. Instructional Learning Targets a. Students will be able to determine the main idea of a text. b. Students will be able to explain verbally and in writing how details in the text support the main idea. c. Students will be able to summarize the text verbally and in writing. 4. Type of Instructional Learning Targets and Assessment Methods a. Knowledge—selected response; short constructed response b. Knowledge—selected response; short constructed response c. Reasoning and product (written summary)—constructed response (short or extended depending on the complexity of the text) 5. Communicating Instructional Learning Targets a. I will be able to tell the main idea of text that I have read b. I will be able to say and write about how the details in the text tell more about the main idea c. I will be able to summarize the main idea and details of the text orally and in writing This slide provides examples of student-friendly instructional learning targets for the fourth grade reading standard.

Refer to the completed Graphic Organizer handout for the sample Grade 4 reading standard and the blank template handout to use as you apply the five-step process to standards at your own grade level. Note to Facilitator: Display the copy of the developing graphic organizer on the document camera or overhead projector and demonstrate entering the student friendly learning targets for the 4th grade standard onto the organizer. As time allows, have the participants work in grade level/content area-department teams to complete the graphic organizer they have been developing by adding student friendly learning targets. Review the handout of the completed graphic organizer for the fourth grade reading standard noting that the organizer has been built step by step through the process to provide specific, clear information to be used for developing a lesson plan that integrates instruction and assessment. Handout Graphic Organizer: Steps 1–5 Handout Graphic Organizer: Template

Smarter Balanced produced a Cognitive Rigor Matrix for both ELA and mathematics that is based on the DOK levels introduced in Unit 2. This resource provides guidance for item developers and reviewers to ensure that the assessment targets match the assessment tasks, and may also be useful in planning and implementing classroom instructional and assessment activities. The Web site on this slide will provide you with additional information on the DOK levels for use in the preparation and planning for classroom instruction and assessment. Cognitive Rigor Matrix for ELA and Math on pages 21 and 22 of the SBAC General Items Specifications document at uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf).

Depth of Knowledge Recall the DOK Levels first introduced in Unit 2. Level 1: Recall and Reproduction Requires eliciting information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Level 2: Basic Skills and Concepts Requires the engagement of some mental processing beyond a recall of information. Level 3: Strategic Thinking and Reasoning Requires reasoning, planning, using evidence, and explanations of thinking. Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time. Recall the information provided on the Depth of Knowledge levels used by Smarter Balanced in the development of the CCSS aligned assessment system that were presented in Unit 2.

Summary of Unit 4 Assessment-literate educators are clear on the specific instructional learning targets to be assessed. Five steps are involved in the process: Step 1. Deconstructing the Standards—Identify the action required by the learner and identify the content in the standard to develop smaller, more explicit instructional learning targets. Step 2. Task Analysis—Break down a standard into building blocks and identify the teachable and measurable sub-skills to provide a road map for sequencing instruction and assessment of that standard. Step 3. Developing Specific Learning Targets—Translate sub-skills into individual instructional learning targets (knowledge, reasoning, skill, and product) that become the focus of daily instruction and classroom-level assessment. To select or create assessments that provide accurate information about student learning, assessment-literate educators must be clear on the specific instructional learning targets to be assessed. This unit has presented a 5-step process for preparing and planning for instruction and assessment, the first phase in the Teaching-Assessment Cycle. Examples were provided for each of these steps using a graphic organizer template that you may find useful in your collaborative work as grade level/department teams. Step 4. Identifying Type of Instructional Learning Targets and Matching Learning Targets and Assessment Methods—Identify the types of instructional learning targets addressed and select the most effective and efficient assessment method(s) to match the learning targets or content standard to increase the accuracy of the assessment information. Step 5. Communicating Instructional Learning Targets—Communicate learning targets in student-friendly language to help ensure that students are clear about what it is they are expected to know and be able to do as a result of classroom instruction.

Summary of Unit 4 Respond to the questions below to check your understanding of the information presented in Unit 4: 1. Write an example of a student friendly instructional learning target for one CA CCSS standard at your grade level. 2. What are the four types of instructional learning targets described in this unit? 3. Why is it important to match instructional learning targets to specific types of assessment items when selecting or creating assessments? Check your understanding of the ideas presented in this unit by responding to the prompts/questions posed on this slide. Record your answers in your journal. Sample Responses: Mathematics K.MD.3: Classify objects into given categories, count the number of objects in each category and sort the categories by count. I will be able to sort things by how they are alike and put them into groups. I will be able to count how many things are in each of the groups of things that are alike. Knowledge, reasoning, skill, product Appropriate matches result in accurate student performance information being gathered as efficiently as possible. Understand purpose for specific assessments; identify, select or create appropriate assessments; implement multiple levels of assessment; and gather accurate, relevant student performance information. Instructional learning targets are used by teachers to guide daily classroom instruction and assessment. Smarter Balanced assessment targets are used by the test developer in the quality assurance process. 4. Which Assessment Literacy Attributes are involved in matching instructional learning targets to specific types of assessment items? 5. What is the difference between instructional learning targets and Smarter Balanced assessment targets?

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