Unit 4: Developing Standards-based Instructional Learning Targets California Department of Education...

Unit 4: Developing Standards-based Instructional Learning Targets

Assessment Literacy Module

California Department of EducationTom Torlakson, State Superintendent of Public Instruction

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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.

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Learning Objectives for Unit 4

By the end of this unit, participants will be able to:

Explain the rationale for the development and communicationof 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.

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.

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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.

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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:

Review Marzano’s article, “Targets, Objectives, Standards: How Do They Fit?” at http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/Targets,-Objectives,-Standards@-How-Do-They-Fit¢.aspx

“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

http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/Targets,-Objectives,-Standards@-How-Do-They-Fit%C2%A2.aspx






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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.

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Review the updates for the 2014 revision of the English Language Arts/English Language Development Framework at http://www.cde.ca.gov/ci/rl/cf/

Review updates for the 2013 revision of the Mathematics Framework at http://www.cde.ca.gov/ci/ma/cf/

http://www.cde.ca.gov/ci/rl/cf/



http://www.cde.ca.gov/ci/ma/cf/



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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.

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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.

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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

5-Step Process

Handout

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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.

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.

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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.

2. Identify the content in the standard.

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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 issupported by key details; summarize the text.

Developing Instructional Learning Targets Graphic Organizer

Handout

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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?

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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

Explainhow it is supported by key details

Summarize the text

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Refer to additional deconstructed CCSS examples from other grade levels or content areas to work on deconstructing standards at your grade level.


Deconstructed CCSS Examples

Handout

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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.

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Refer again to the Grade 4 example:



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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?

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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.

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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).

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Below is an example of instructional learning targets 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.

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Which Assessment Literacy Attribute is involved in the deconstructing and task analysis processes?

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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."


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The authors of Classroom Assessment of Student Learning (Chappuis et al. 2012) identify four primary types of instructional learning targets:

Types of Instructional Learning Targets

Knowledge targets

Reasoning targets

Skill targets

Product targets

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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.


Handout

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This table shows the types of instructional learning targets to the right of the identified targets for the Grade 4 standard:





4. Type of Instructional Learning Targets

a. knowledge

b. knowledge

c. reasoning and product (written summary)

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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.”


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Assessment Methods

Refer again to your handout as we begin to think about how to accurately and efficiently assess the CA CCSS.


Handout

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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?

3. Write your pairings of example target types with assessment methods in your journal.

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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.

Target-Assessment Method Match

Handout

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Target-Assessment Method MatchThis 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:





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)

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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."


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.

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The graphic below provides an example of student-friendly instructional learning targets for the Grade 4 standard:





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

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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.

Graphic Organizer: Steps 1–5

Graphic Organizer: Template

Handout

Handout


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.

Cognitive Rigor Matrix for ELA and Math on pages 21 and 22 of the SBAC General Items Specifications document at http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf).

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf








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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 ReasoningRequires reasoning, planning, using evidence, and explanations of thinking.

Level 4: Extended ThinkingRequires complex reasoning, planning, developing, and thinking most likely over an extended period of time.


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Summary of Unit 4Assessment-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.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.

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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?

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?

Unit 4: Developing Standards-based Instructional Learning Targets California Department of Education...

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