Complete Unit Ewing Coleman Green EDD 8112 CRN 22080 Assessment Centered Curricular Design Nova...
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![Page 1: Complete Unit Ewing Coleman Green EDD 8112 CRN 22080 Assessment Centered Curricular Design Nova Southeastern University November 15, 2013.](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649e405503460f94b30e72/html5/thumbnails/1.jpg)
Complete Unit
Ewing Coleman GreenEDD 8112 CRN 22080
Assessment Centered Curricular DesignNova Southeastern University
November 15, 2013
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Algebra 1
Unit 2
Linear and Exponential Relationships
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Linear and Exponential Relationships
Linear – constant rate
of change
Exponential – non-linear
rate of change
(exponent other than 1)
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Backward Unit DesignFounded on three basic elements (1)
Desired ResultsAssessment EvidenceLearning 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)
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Unit DesignWiggins & 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
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Stage 1Enduring Understanding
Common Core Standards
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Stage 2Essential Questions
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Stage 3Assessment Strategies
DiagnosticFormativeMid-ModuleSummativePerformance/AuthenticSelf
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Diagnostic AssessmentPurposes
Determine mastery of content entering the unit Inform individual learner needs
RemedialEnrichment into Geometry
Guided independent study and self-assessment
FormWritten assessment similar to unit summative
assessmentGrade only informs instructional strategies
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Formative AssessmentPurposes
Empower students to own the learning processProvide structured practice to construct
understandingProvide descriptive feedback Inform student and teacher on mastery developmentDetermine next steps for mastery attainment
FormsCollaborative cluster problem solvingOnline GizmosLearning Assignments (not “homework”)
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Mid-Module AssessmentPurposes
Gather evidence of mid-unit mastery attainmentProvide descriptive feedback Inform student and teacher on mastery
developmentDetermine next steps for mastery attainmentDocument level of demonstrated mastery
(“grade”)
FormWritten assessment
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Summative AssessmentPurposes
Gather evidence of end of unit mastery attainmentProvide descriptive feedback Inform student and teacher on mastery
developmentDetermine next steps for mastery attainmentDocument level of demonstrated mastery
(“grade”)
FormWritten assessment
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Unit Summative Assessment
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Performance/Authentic Assessment
Purposes Individualize student expression of masteryBring personalized meaning to learningAppeal to individual student passionEngage whole brain developmentBuild cross-curricular understandingLink to real-world relevancy
FormsVaried
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Self-AssessmentPurposes
Empower students to own the learning processBuild lifelong learning and achievement skillsBuild intrapersonal intelligenceDevelop student self-efficacyHelp students chart their own journey toward
mastery attainment
FormsVaried, frequently using an exemplar
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Three self-assessment formats included in this unitUnit goalsAction Oriented ReflectionPrompts on assessments
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Stage 4Lesson plans and learning engagements
Lesson plan elementsCollaborative clusters InvestigationSmartBoard lessonExplore Learning Gizmo
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Lesson PlansCollaboratively designed with subject partner
Lesson plan elements:Previous learning assignment reviewConcept introduction via SmartBoard lesson Investigation/explorationExplore Learning Gizmo focused on conceptProblem solving at collaborative table clustersSelf-assessmentNew learning assignment
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Mr. Green’s SmartBoard and collaborative clusters
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High Jump record investigation – men versus women!!
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SmartBoard lesson pages
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Explore Learning Gizmo (2)
(2) www.explorelearning.com
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Gizmo online formative assessment with immediate feedback and explanation
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Stage 5Resources
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Stage 6Reflection
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Calendars
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Unit QualityTwo self-assessments
Entire UnitUsing Assignment 2, 3, and 4 rubrics
Unit summative assessment evaluated along three dimensions
Distribution of items – learning outcomesEnduring UnderstandingCommon Core Mathematics Standards
Distribution of items – difficultyBloom’s Taxonomy
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Entire Unit
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Entire Unit
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)
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Unit Summative Assessment Quality – Learning Outcomes
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Learning OutcomesAnalysis 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 addressedAppropriate since this assessment measures
understanding across the Linear concepts -Exponential to be studied next
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Unit Summative Assessment Quality – Item Difficulty
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Bloom’s TaxonomyAnalysis showed
All six Bloom’s levels are addressed18 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 histogramSlight bias toward higher cognitive end of Bloom’s
versus lower
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Overall Unit QualityAnalysis of the unit self-assessment showed:
Comprehensive backward-designed templateStandards-based learning focusBalanced assessment strategiesVaried self-assessment formatsVaried whole brain learning engagementsEffective use of digital resources Include more comprehensive performance tasks
with GRASPS, authentic assessmentFurther analyze assessment item balance across
Common Core standards and Bloom’s levels
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Image URLs Slide 2. Anonymous student at SmartBoard. Retrieved from https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcSzeS1qe0FJDkCFN_pKUgJxrvbB51JB7cOHp6bMsGfAubXJYA_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_MWbDefsXeVGepCnZ5oaU9hUfX3uSkSf29jxB9DQRtoiRG8Cw
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:ANd9GcQHTrN8LiLopFi7jMnTes7z2MT6syWnW7wYNkVWtkNl8oDwXsfWiA
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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.