REACH Rigorous, Enriched, Accelerated Curriculum May 20, 2014
Rigorous Curriculum Design For...
Transcript of Rigorous Curriculum Design For...
Rigorous Curriculum Design
For Science
Lynn Howard
The Leadership and Learning Center
Authentic Performance Assessments
Alvord Unified School District
April 10 - 11, 2014
Rigorous Curriculum Design for Science
Rigorous Curriculum Design Model
Components of Rigorous Curriculum Design
Standards Instruction Assessment Data Analysis
“Unwrapped”
Priority Standards
Thinking Skill
Rigor
Big Ideas
Essential
Questions
21st-Century
Learning Skills
Engaging
Learning
Experiences
Authentic
Performance Tasks
Rubrics
Differentiation
Enrichment
Intervention
Strategies
Common
Formative Pre- and
Post-Assessments
Variety of
Formats
Frequent
Progress
Monitoring Checks
Data Teams
Process:
Analysis of
Student Learning
Needs
SMART Goals
Targeted
Instructional
Strategies
Results Indicators
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Common Formative
Assessments
Selected Response
Constructed Response
Performance Assessments
Rigorous Curriculum Design for Science
Smarter Balanced Performance Task Description SmarterBalanced.org
“Performance tasks provide an opportunity to challenge students to apply their
knowledge and skills to respond to complex, real-world problems. They can best
be described as collections of questions and tasks presented to students that are
coherently connected to a single theme or scenario.
A student may be presented with reading material on a given topic, and asked
questions about the reading. That may be followed by reading on the same topic,
but from a different perspective, with questions on that reading, plus some
compare/contrast questions.
Finally, the student may be provided additional readings on the same, or an
associated topic, and asked to take a position or provide an argument in favor of
or opposing a particular perspective, using the provided texts as reference.”
Each performance task could take place across more than one sitting of 45–90
minutes each.
SBAC Performance Task Development Guidelines
• Integrate knowledge and skills across multiple standards or strands
• Measure capacities such as depth of understanding, research skills, and/or
complex analysis with relevant evidence.
• Require production of more extended responses (e.g., oral presentations,
exhibitions, product development, etc.)
• Allow for multiple approaches
• Represent content that is relevant and meaningful to students
• Allow for demonstration of important knowledge and 21st century skills, such
as critically analyzing and synthesizing media texts
• Allow for multiple points of view and interpretations
• Require student-initiated planning, management of information, and interaction
with other materials
• Reflect a real-world task and/or scenario-based problem **
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Rigorous Curriculum Design for Science
A collection of several related performance tasks, distributed
throughout a unit of study, that progressively develop and reveal
student understanding of the “unwrapped” concepts, skills, and
Big Ideas.
• Performance Assessment
A collection of related performance tasks
• Performance Task
A single assessment
Performance Assessments Include:
• An engaging scenario
• Three or four tasks to be completed
• Student understanding of the Big Ideas
• Differentiation
• Nonfiction and fiction connections
• Multiple levels of thinking skills
• A time frame
• A scoring guide
Spectrum of Tasks
Central Purpose
Consider Needs of All
Learners
Expectation Is Proficiency for
All Tasks
Central Purpose
Teach and Assess ”Unwrapped” Priority Standards
Provide Evidence of Learning
Address Essential Questions
Focus on the Targeted Standards
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Rigorous Curriculum Design for Science
Designing the Assessments – The Big Picture
Performance
Expectations “Unwrapped”
Concepts and
Skills
Performance
Assessment
Engaging
Scenario
Task 1 Task 2 Task 3 Task 4
Recognize
List
Describe
Interpret
Summarize
Infer
Implement
Compare
Deconstruct
Design
Estimate
Judge
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Rigorous Curriculum Design for Science
Key Points to Remember When Designing Performance Tasks
Road Map for Task Development
Task
1–4
Degree of Rigor—
Level of Bloom’s
Taxonomy
Product or
Performance
What will
students do?
Am I Using a
Variety of
Knowledge-
Deepening
Activities That
Appeal to a
Variety of
Learners?
SQUARED
Planning Tool
Full Description
Scoring Guide
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Rigorous Curriculum Design for Science
What Does Each Task Include in a Performance Assessment?
S --Which performance expectation(s) will this task address?
Q -- What Essential Question(s) and corresponding Big Idea(s) will this task
target?
U Which “unwrapped” specific concepts and skills will this task target?
A --- How will the students apply the concepts and skills? What will they do and/or
produce?
R --- What resources, instruction, and information will students need in order to
complete the task?
E --- What evidence of learning will I look for to show that I know all of my students
have conceptually learned the concepts and skills—the standard(s)?
D --- What types of differentiation will be necessary so that all students can learn?
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Rigorous Curriculum Design for Science
SQUARED Planning Tool
Task 1 Task 2
S S
Q Q
U U
A A
R R
E E
D D
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Rigorous Curriculum Design for Science
SQUARED Planning Tool
Task 3 Task 4
S S
Q Q
U U
A A
R R
E E
D D
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Rigorous Curriculum Design for Science
Create an Engaging Scenario
Who remembers Dr. Madeline Hunter who developed the lesson plan format? What
was the first step? The anticipatory set! What was its purpose? To ‘hook” the kids
into wanting to do the planned task or assignment. We use this idea in what we call
the “engaging scenario.”
Benefits of Engaging Scenarios:
Motivates students
Provides relevancy
Makes learning fun!
Makes learning authentic
Power of an external audience
Define and discuss the power of an external audience—when students are writing or creating a product or performance for a specific audience, whether one person or many, someone they know or don’t, there is a heightened desire of wanting to do one’s best work. Like the publishing step of the writing process, creating a product or performance that others will see is a powerful motivation.
Develop an Engaging Scenario
Effective Engaging Scenarios Contain Five Key Elements
S What is the situation?
C What is the challenge?
R What role(s) does the student assume?
A Who is the audience (preferably an external audience)?
P What is the product/performance student will demonstrate and/or
create? (This may be what the students are completing for Task 4.)
Motivation
Relevancy
Fun! Authentic
External Audience
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Rigorous Curriculum Design for Science
Situation
Challenge
Role(s)
Audience
Product/
Performance
Activity: Practice with the Engaging Scenario Product/Performance
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Rigorous Curriculum Design for Science
Design Performance Assessments for Science
Engaging Learning Experiences
Engaging Scenario
Authentic Performance Tasks
Task1:
Task 2:
Task 3:
Task 4:
Scoring Guides for Tasks In order to be proficient on Task1:
In order to be proficient on Task 2:
In order to be proficient on Task 3:
In order to be proficient on Task 4:
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Rigorous Curriculum Design for Science
Scoring Guides
• Performance criteria shared before students begin work
• Contain specific language understood by all: students, teachers, parents
• Referred to frequently during completion of task
• Used to assess completed task
• Scoring guides expedite the evaluation of student work and help provide
timely feedback on student performance!
Begin with “Proficient”
The goal for students is to demonstrate proficiency, first decide criteria for that
level.
Review the task requirements and list those criteria under “Proficient” on the
scoring guide.
Scoring guide criteria should mirror what task requires (hand-to-glove fit).
Language
Specific
Measurable
Observable Understand-
able
Matched to Task
Directions
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Rigorous Curriculum Design for Science
Scoring Guides
Task 1 Task 2
Exemplary:
All “proficient” criteria plus:
Exemplary:
All “proficient” criteria plus:
Proficient: Proficient:
Progressing:
I met ___ of the “Proficient” criteria
Progressing:
I met ___ of the “Proficient” criteria
Beginning:
I met fewer than ___ of the “Proficient”
criteria
Beginning:
I met fewer than ___ of the “Proficient”
criteria
Teacher’s Comments: Teacher’s Comments:
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Rigorous Curriculum Design for Science
Scoring Guides
Task 3 Task 4
Exemplary:
All “proficient” criteria plus:
Exemplary:
All “proficient” criteria plus:
Proficient: Proficient:
Progressing:
I met ___ of the “Proficient” criteria
Progressing:
I met ___ of the “Proficient” criteria
Beginning:
I met fewer than ___ of the “Proficient”
criteria
Beginning:
I met fewer than ___ of the “Proficient”
criteria
Teacher’s Comments:
Teacher’s Comments:
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Rigorous Curriculum Design for Science
Current Resources for Science Assessments
Smarter Balanced Assessment Consortium –
http://www.smarterbalanced.org/sample-items-and-performance-tasks/
National Research Council (NRC) – Developing Assessment for the Next
Generation Science Standards - http://sites.nationalacademies.org
Achieve – www.achieve.org
NGSS at NSTA - http://ngss.nsta.org/
PALS
PALS is an on-line, standards-based, continually updated resource bank of
science performance assessment tasks indexed via the National Science
Education Standards (NSES) and various other science frameworks.\
http://pals.sri.com/
How to Assess Student Performance in Science: Resource Manual for
Teachers by Wendy McColskey and Rita O’Sullivan
http://www.serve.org/uploads/publications/HowtoAssess.pdf
Connecticut State Department Science Assessments
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890
Exemplars K – 12 – Samples for download
http://www.exemplars.com/education-materials/free-samples/science-6-8
Classroom Assessment – Information and Video clips of Science
Assessments
http://fcit.usf.edu/assessment/performance/assesspbwlo.html
Center for the Advancement of Learning and Assessment – Florida State
http://www.cala.fsu.edu/ies/performance_assessment_specifications/
The ACT – Sample science questions (reading passages and MC items)
http://www.actstudent.org/sampletest/science/sci_05.html
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