Targets and Deconstruction . . FINAL.ppt

Assessment in education refers to the process of collecting and evaluating information about a learner’s performance, knowledge, skills, and abilities. Assessment occurs at various stages of a course, including pre-assessment (before learning begins), formative assessment (during the learning process), and summative assessment (at the end of a course or unit). We assess learners to determine how well they are meeting specific learning objectives and standards, to provide feedback for improvement, to guide instructional decisions, and to evaluate the overall effectiveness of teaching and curriculum. Assessments help gauge progress, identify learning gaps, and ensure that educational goals are met.Assessment is a systematic process of gathering, evaluating, and interpreting information and evidence about an individual’s or a group’s knowledge, skills, abilities, or performance. Its primary purpose is to measure, understand, and make informed judgments about what has been learned, achieved, or demonstrated within a specific context or set of criteria. Assessment plays a critical role in education.

Assessment is a crucial component of the education system and occurs at various stages to measure students’ progress, understanding, and achievement of learning objectives. So assessment is done before, during and after learning.

Assessing learners serves multiple essential purposes within the educational process, contributing to effective teaching, meaningful learning, and overall educational improvement.Assessment is the ongoing process of gathering evidence of what each student actually knows, understands, and can do. In context to Fiji there are 2 types of assessment that is carried out and they are formative assessment that is on going and summative that is done at the end of the year.

Assessment is very important as it enables instructors to measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a result, teachers are able to institutionalize effective teaching choices and revise ineffective ones in their pedagogy.

As teachers in this 21st century we need to support and observe children, assess their progress, and give feedback, and to set new targets . Assessment is the process of gathering and analyzing information about student learning in order to understand their progress, identify areas where they may need additional support, and make informed decisions about their instruction. It is an essential component of the teaching and learning process, as it provides both teachers and students with valuable feedback on how well students are mastering the course material.
There are two main types of assessment:
Formative assessment is used to gather information about student learning during the learning process. It is used to identify areas where students may need additional support and to make adjustments to instruction as needed. Examples of formative assessment include exit tickets, quick wri

1. Clear and Appropriate
Learning Targets
BY
CYRIL L. AUSTRIA
T-1, TAGBAC ELEM.SCHOOL
RAGAY DISTRICT

2. Clear And Appropriate
LearningTargets
•Individually, draw
the front of a
penny.
•Include as many
details as you can
without looking at
one.
•Do not compare
with a partner until
instructed.

4. What’s the Target?

9. Learning/Achievement Targets
Statements of what
we want students to
learn and be able to
do.

10. The Challenge….
How can we use
assessments to help the
student believe that the
target is within reach?

11. CLEAR TARGETS
Assess what?
What are the learning targets?
Are they clear?
Are they good?

12. Are the student learning targets stated and
easy to find?
Are the student learning targets focused—are
there too many?
Are they clear?
Are they appropriate?
Do the stated learning targets reflect a bigger
plan to cover all important learning targets
over time?

13. Educators & Students
must be able to answer……
•Where am I going?
•Where am I now?
•How can I close the gap?
•How will I know I’m getting there?
•How can I keep it going?

14. Is this a Target?
What do you think?
•Complete a senior project
•Build a bird Feeder
•Use a band saw safely
•Analyze a lab report
•Construct a diorama

15. A Mathematics Example
•Math
•Decimals
•Page 152 in the book
•Going on a decimal hunt
•Read decimals and put them in order
Subject
Topic
Assignment
Activity
Learning
Target

17. The single most common barrier to
sound classroom assessment is the
teachers’ lack of vision of
appropriate achievement targets
within the subjects they are
supposed to teach.
Rick Stiggins

18. Learning Targets
•Knowledge
•Reasoning
•Performance/
skills
•Products

19. Knowledge Targets
Mastery of substantive
subject content where
mastery includes both
knowing and
understanding it.

20. Knowledge Examples
•Identify metaphors and similes
•Read and write quadratic equations
•Describe the function of a cell
membrane
•Know the multiplication tables
•Explain the effects of an acid on a
base

21. Reasoning Targets
The ability to use
knowledge and
understanding to
figure things out
and to solve
problems.

22. Reasoning Examples
•Use statistical methods to describe,
analyze, evaluate, and make decisions.
•Make a prediction based on evidence.
•Examine data/results and propose a
meaningful interpretation.
•Distinguish between historical fact and
opinion.

23. Performance/Skill Targets
The development of
proficiency in doing
something where
the process is most
important.

24. Performance/Skill Examples
•Measure mass in metric and SI units
•Use simple equipment and tools to gather
data
•Read aloud with fluency and expression
•Participates in civic discussions with the
aim of solving current problems
•Dribbles to keep the ball away from an
opponent

25. Product Targets
The ability to create
tangible products
that meet certain
standards of quality
and present
concrete evidence
of academic
proficiency.

26. Product Examples
•Construct a bar graph
•Develop a personal health-related fitness
plan
•Construct a physical model of an object
•Write a term paper to support a thesis

27. Clear Targets
Clear targets help us:
•Recognize if the formative assessment
adequately covers and samples what we
taught.
•Correctly identify what students know/don’t
know, and their level of achievement.
•Plan the next steps in instruction.
•Give meaningful descriptive feedback to
students.

28. Clear Targets (continued)
•Have students self-assess or set goals
likely to help them learn more.
•Keep track of student learning target by
target or standard by standard.
•Complete a standards-based report card.

29. Standard/Benchmark:
Produce writing to communicate with different audiences for a variety of
purposes.
Type: Knowledge Reasoning Skill Product
Knowledge
Targets Skill Targets
Reasoning
Targets
Product
Targets
Know what a
sentence is
Understand concept
of word choice
Distinguish the
uses or
meanings of a
variety of words
(word choice)
Hold a pencil correctly
Print letters correctly
according to DN
methods
Space words
Use lines and margins
correctly
Stretch out sounds in
words to create a tempo-
rary spelling of the word
Write sentences
with varied
beginnings.
FIRST GRADE

30. Creating Targets for “Driving a
Car with Skill”
What knowledge will students need to demonstrate the
intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they
acquire, if any?

31. Driving a Car with Skill
Knowledge
Know the law
Read signs and understand what they mean
Reasoning
Evaluate ‘am I safe’ and synthesize information to
take action if needed
Skills
Steering, shifting, parallel parking, …
Products
(not appropriate target for standard)

32. Without Clear Targets We Can’t Do
Any of the Following…
•Know if the assessment adequately covers and samples
what we taught.
•Correctly identify what students know and don’t know and their
level of achievement.
•Plan next steps in instruction.
•Give detailed, descriptive feedback to students.
•Have students self-assess or set goals likely to help them learn
more.
•Keep track of student learning target by target or standard
by standard.
•Complete a standards-based report card.

33. Students who can identify
what they are learning significantly
outscore those who cannot.
Robert J. Marzano

34. •Developed by Regional Teacher Partners
with the PIMSER P-12 Math and Science
Outreach