Transcript aerjune2012
Planning Curriculum Hand in Hand with Assessment and Evaluation From Curriculum Document to Course Big Ideas Strands Overall expectations Specific expectations What would it look like… If a student has a deep level of learning? They demonstrate KICA Knowledge and Understanding Inquiry/Thinking Communication Application or Making Connections (comes from Bloom’s taxonomy) How will I support students learning of the curriculum? Diagnostic assessment Lessons & Practice Learning Goals & Success Criteria Scaffolding Assessment with Descriptive Feedback How would I measure a student’s learning? Evaluations Varied methods -triangulation where possible – to gain reliability Based on assessment opportunities With valid instruments Where strands are discrete units of study BTT 1O1 Digital Literacy Productivity Software Design Software Business Communication Ethics and Issues in Information and Communication Technology Where strands are discrete units of study SNC 1D1 Science Skills Biology Chemistry Space Science Electricity Issues Timing of units limited Do not revisit OE May need the skills and info from one unit before another unit Hard to evaluate more than once to triangulate or use most recent, most consistent strategy Where strands are skills that continue throughout E.g English 1D1 Oral communication Reading and Literature Studies Writing Media studies Where strands are skills AVI 1O1 Creating and presenting Reflecting, responding, & analyzing Foundations Course Issues not usually delivered in the order of the skill strands since they are not mutually exclusive Develop another structure of units to deliver curriculum Evaluate each OE several times across the course leading to more reliable triangulation, and most recent, most consistent in grade determination Board direction… That overall expectations be evaluated and student performance be tracked in each Grades be determined in each OE based on triangulation of achievement of multiple examples of evidence and used to determine 70% On the way there… Use and weight strands based on… Relative amount of time that will be spent on the strand Importance of the material in the strand to the Big Ideas Can be equal or not Can be re-adjusted if in reality you do not finish Tracking Evidence by Strand Still accountable for ensuring that all OE have been evaluated Use professional judgement of evidence within the strand to determine 70% Track Evidence by OE Could have 9-18 categories Identify sections of evaluations that apply to each OE Ensure multiple measurements of each OE Make each measurement equal weighting (convert levels or make each measurement out of the same amount) Use professional judgement; most recent, most consistent within each OE