Curriculum
PLC question #1
What is “what is it we want our students to know and be able to do?”
First step in creating a guaranteed and viable curriculum
What is “identify essential content?”
Criteria for proficiency score of 0.0
What is “no proficiency, even with help?”
Using proficiency scales
Designing assessment blueprint
Writing assessment items
Scoring and discussing results
What are 4 concrete steps that collaborative teams take when designing and using assessments?
Discussing:
1.Where students are performing well and where they are struggling
2. Patterns of student responses
3. Students that need attention
4. If assessment and/or items need revision
Why might be items that collaborative teams discuss about common assessments?
Definition of guaranteed curriculum
What is the “same content is taught in all classrooms?”
Second step in creating a guaranteed and viable curriculum
What is “include cognitive and conative skills?”
Criteria for proficiency score of 1.0
What is “with help, partial success at score 2.0 content and score 3.0 content.”
Forced Choice Items
Short Written Response Items
Essay and Oral Response
What are types of items used in student assessments?
1. Obtrusive assessments
2. Unobtrusive assessments
3. Student-generated assessments
What are three broad types of assessment that can be used to measure student learning?
Definition of viable curriculum
What is the “content that can be taught in the time available to teachers?”
Third step in creating a guaranteed and viable curriculum
What is “identify learning goals and objectives?”
Criteria for proficiency score of 2.0
What is “proficiency with a simpler learning goal?”
For levels of knowledge scores:
2.0- five or more items
3.0- two or more items
4.0- one or two complex items
How many types of items are appropriate for each level of an efficiency scale?
Assessment data is considered formative or summative depending on how it is used rather than whether it occurs along the way or at the end of the session.
What is a common misconception about formative versus summative assessment?
Definition of cognitive skills
What are the skills “needed to effectively process information and complete tasks?”
Fourth step in creating a guaranteed and viable curriculum
What is “Construct proficiency scales?”
Criteria for proficiency score of 3.0
What is “proficiency with target learning goal?”
A key criterion used when constructing tests to make sure the item is measuring what it is intended to measure.
What is validity?
*Allows SMART goals to be more specific in terms of student learning
* Allows SMART Goals to focus on student growth
How do proficiency scales enhance the use of SMART goals?
Definition of conative skills
What are the skills that ”involve one’s ability to evaluate both information and emotions and then respond or act appropriately?”
Another term for essential content
What is “prioritized standards?”
Criteria for proficiency score of 4.0
What is “proficiency with a more complex learning goal?”
Proficiency Scale and Response Code
What are two methods of scoring assessments?
1. Clear student goals are a focus of viable curriculum
2. Teachers share learning goals in student friendly language
3. Students set personal goals
4. Students provide feedback to teachers
5. Students celebrate learning growth
6. Teachers promote and teach self-assessment to students.
7. Teachers view assessment data as belonging to students
8. Teachers use student perception data to measure their effectiveness
9. Formal and informal principal walk-throughs support learning focus
What are some specific ways a collaborative system of feedback can transform curriculum?