Tuesday, July 19, 2016

Classroom Assessment Chapter 3

     To help us work towards our school goal of improving our understanding and practice of assessment, my principal has provided our staff with a copy of Classroom Assessment for Student Learning: Doing it Right - Using it Wellby Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.

Classroom Assessment for Student Learning Cover. (Accessed 2016). Uploaded to Amazon; Pearson Education. Available online at: https://www.amazon.ca/Classroom-Assessment-Student-Learning-Doing/dp/0132685884

Chapter 3 - Clear Targets

*learning targets are statements of the intended learning

Knowledge Targets

- the factual, procedural, and conceptual understandings at the root of any subject
- factual and procedural
     - know, list, name, identify, know how to, use
     - low-level Bloom's taxonomy
- conceptual
     - understand, explain
- knowing via reference
     - things students don't need to memorize
     - make sure students know how to find the right answers

Reasoning Targets

- the thought process to apply and transfer knowledge across subjects
- inductive and deductive inference
     - a reasonable guess/conclusion based on info/clues
     - inductive uses evidence to infer a rule/principle; "reading between the lines"
     - deductive uses rules/facts to infer a conclusion
- analysis
     - to examine the components/structure of something
- comparison
     - sorting things into categories by characteristic
- evaluation
     - expressing and defending an opinion, a point of view, a judgement or decision
- synthesis
     - combining elements to make something new
*make sure you don't accidentally turn a reasoning target into a knowledge target
     - for example, if you compare/contrast characters verbally in class as you read a novel then this would be a 
     knowledge question if asked again on a test because students are simply recalling

Skill Targets

- when a demonstration of physical skill-based performance is central to the learning
- serving a volleyball, kneading dough, conversing in a second language

Product Targets

- when the creation of an artefact/product is the focus of the learning
- the qualities of that product are assessed
* don't confuse and activity with assessment of the learning target; ask yourself "what should they be learning" NOT "how will they demonstrate it"

Disposition Targets

- a student's attitude, motivations, and interests; a byproduct of education experiences
- value outcomes in social studies
- learning behaviours on provincial report cards

How to Deconstruct Curriculum Standards

1 ) Determine the target type (see above)
2 ) Identify the pre-requisite knowledge/skills needed
3 ) Check for accuracy and reasonableness 

Classroom Assessment for student learning
Chappius, et al. (2012). Figure 3.11 Benefits of Clear Targets. Classroom Assessment for Student Learning, pg 74.


Do you clearly state the target of the lesson for your students every class?

This chapter shared a teacher story where she admitted that she used to assume that the purpose of the day's lesson was clear and evident based on her discussions; when students where prompted, however, they were unclear.

I am guilty of assuming the purpose of the lesson is clear. I discuss learning targets with students but probably not as often as a should; I don't do it every class.

Please leave your thoughts below :)

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