|
| |
|
Component Type |
Essential Questions |
Learning Goals |
PT Knowledge |
Assessment |
| #1 |
Questions about assessment |
Pair, MWC |
A,B |
4(b) |
X |
Formative |
| #2 |
Diagnostic assessment |
Ind, MWC |
A,B |
4(a), 4(b) |
X |
Formative |
| #3 |
Feedback on diagnostic assessment |
IWC |
A,B |
4(a), 4(b) |
X |
Formative |
| #4 |
Reading check-in: Stiggins (2002) |
Ind, PTWC |
A |
1(a) |
|
Formative |
| #5 |
Brainstorm assessment tools and categorize (“of”/“for” learning) |
MWC, Ind |
A |
1(a) |
X |
Formative |
| #6 |
Purposes of assessment and RSVP (mini-lecture) |
IWC |
A |
2(a), 2(e) |
|
None |
| #7 |
Assessment types: Graphic organizer |
SGp, MWC |
A,B |
2(a), 2(c), 2(e) |
X |
Formative |
| #8 |
Standards reading summary |
SGp, MWC |
B |
2(b), 3(a) |
X |
Formative |
| #9 |
Interactive lecture on types of standards |
IWC |
B |
2(b), 3(a) |
|
None |
| #10 |
Evaluation of subject matter standards |
SMG, MWC |
B |
3(a) |
X |
Formative |
| #11 |
Comparison between types of standards |
MWC |
B |
3(a) |
|
Formative |
| #12 |
Brainstorm key ideas |
Ind, MWC |
A,B |
1(a), 2(a), 2(c), 2(e), 3(a), 4(b) |
|
Formative |
| #13 |
CIAS mismatch: A case discussion |
Ind, MWC |
A,B |
2(b), 2(e) |
X |
Formative |
| #14 |
Quick write on RSVP and formative/summative assessment |
Ind |
A,B |
2(a), 2(e) |
X |
Formative |
| #15 |
Introducing unit planning matrix |
IWC |
B |
3(a), 3(b) |
|
None |
| #16 |
Critique of unit planning matrix |
SMG, MWC |
B |
2(a), 2(b), 3(a), 3(b) |
X |
Formative |
| #17 |
Analysis of sample unit planning matrix assignment |
Ind, MWC |
B |
2(a), 2(b), 3(a), 3(b) |
|
Formative |
| #18 |
Unit planning matrix assignment |
Hmk |
A,B |
1(a), 2(a), 2(b), 2(c), 2(e), 3(a), 3(b), 4(a), 4(b) |
X |
Summative, Formative |
| #19 |
Reflecting on the unit planning matrix assignment |
Ind, Pair, and/or MWC |
A,B |
1(a) |
|
Formative |
| #20 |
Analysis of individual student work (whole class) |
Ind, MWC |
A,B |
3(c), 4(a), 4(b) |
X |
Formative |
| #21 |
Analysis of individual student work (small group) |
SMG |
A,B |
3(c), 4(a), 4(b) |
X |
None |
| #22 |
Modeling whole class analysis of student work |
MWC |
A,B |
2(a), 2(e), 3(c), 4(a), 4(b), 4(c) |
|
Formative |
| #23 |
Feedback on unit planning matrix assignments |
MWC |
A |
4(a), 4(c) |
|
Formative |
| #24 |
Lecture on assessment design |
IWC |
B |
2(a), 2(c), 2(e) |
X |
Formative |
| #25 |
Jigsaw on performance assessment |
SGp, PTWC |
B |
2(a), 2(e) |
|
Formative |
| #26 |
Reading check-in: Black & Wiliam (1998) |
Ind, PTWC |
A |
2(a), 4(a), 4(b), 4(d) |
|
Formative |
| #27 |
Guiding questions about formative assessment |
Pair, PTWC |
A,B |
2(a), 2(c), 4(a) |
X |
Formative |
| #28 |
Interactive lecture on formative assessment and feedback |
SMG, MWC |
A,B |
2(a), 4(a) |
X |
Formative |
| #29 |
“Teachers’ lounge conversation” on formative assessment |
SMG, MWC |
A,B |
2(a), 2(c), 4(a) |
X |
Formative |
| #30 |
Features of good rubrics |
Ind, MWC |
A,B |
2(a), 2(b), 2(c), 2(e), 3(d), 4(a) |
|
Formative |
| #31 |
Rubrics in practice: A case study |
Ind, MWC |
B |
2(a), 2(b), 2(c), 2(d), 2(e), 3(d), 3(f) |
|
Formative |
| #32 |
Rubric design (mini-lecture) |
Ind, IWC |
B |
2(a), 2(c), 2(d), 2(e), 3(c), 3(d), 3(e), 4(a), 4(d) |
|
None |
| #33 |
Critique of sample rubrics |
SMG, PTWC |
B |
2(d), 2(e), 3(c) |
X |
Formative |
| #34 |
Examining a teaching rubric |
SGp or SMG |
B |
2(d), 3(c) |
|
Formative |
| #35 |
Table of specifications |
MWC |
B |
2(b), 2(c), 2(e), 3(b), 4(c) |
|
None |
| #36 |
Guidelines for teacher-made tests |
Pair, PTWC |
B |
2(a), 2(c), 2(d), 2(e) |
|
Formative |
| #37 |
Designing test items (mini-lecture) |
IWC, Ind or SMG |
B |
2(a), 2(c), 2(d), 2(e), 2(f) |
|
None |
| #38 |
Introducing formative assessment tool assignment |
MWC |
A,B |
2(a), 3(c), 4(b) |
|
Formative |
| #39 |
Formative assessment tool assignment |
Hmk |
A,B |
2(a), 2(b), 2(c), 2(e), 3(b), 3(c), 3(d), 4(a), 4(b), 4(c) |
X |
Summative, Formative |
| #40 |
Bias word association |
PTWC |
B |
2(f) |
X |
Formative |
| #41 |
Types of bias (mini-lecture) |
IWC |
B |
2(e), 2(f) |
|
None |
| #42 |
Considering bias in sample tasks |
MWC, SGp |
B |
2(d), 2(e), 2(f) |
|
Formative |
| #43 |
Bias: A case discussion |
Ind, MWC |
B |
2(f) |
|
Formative |
| #44 |
Quick write on personal sources of bias |
Ind |
B |
2(f) |
X |
Formative |
| #45 |
Review: Summative assessment & assessment types |
SWC, IWC |
A,B |
2(a), 2(c) |
X |
Formative |
| #46 |
Introducing summative assessment assignment |
MWC |
B |
2(e), 3(c), 3(d) |
|
None |
| #47 |
Jigsaw guidelines for creating summative assessment tools |
SGp, PTWC |
A,B |
2(a), 2(b), 2(c), 2(e), 3(c) |
|
Formative |
| #48 |
Summative assessment tool assignment |
Hmk |
A,B |
2(a), 2(b), 2(c), 2(e), 3(b), 3(c), 4(a), 4(b) |
X |
Summative |
| #49 |
Quick write on grading |
Ind |
A |
1(b), 2(g), 3(e) |
X |
Formative |
| #50 |
Four corners activity: Ideas about grading |
PTWC |
A |
1(b), 2(g), 3(e) |
X |
Formative |
| #51 |
Unpacking Stiggins' definition of grading |
MWC |
A |
2(e), 2(g), 3(f) |
X |
None |
| #52 |
What counts for the grade? |
MWC |
A |
1(b), 2(g), 3(e), 4(a) |
|
None |
| #53 |
Potential factors in determining a student's grade |
MWC |
A |
1(b), 2(g), 3(e) |
X |
Formative |
| #54 |
Questions about grading |
SGp, PTWC |
A |
1(b), 2(g), 3(e), 3(f) |
X |
Formative |
| #55 |
Grading policy assignment |
Hmk |
A,B |
1(b), 2(g), 3(e), 3(f) |
X |
Summative |
| #56 |
Sharing standardized testing experiences |
PTWC |
A,B |
1(c) |
X |
None |
| #57 |
Jigsaw on standardized test design & interpretation |
SGp, MWC |
A,B |
1(c), 1(d), 2(h), 3(j) |
X |
Formative |
| #58 |
Lecture: State and national accountability systems |
IWC |
A,B |
1(c), 1(d) |
|
None |
| #59 |
Preparing students for standardized testing |
Pair, MWC |
A,B |
3(g), 3(h), 3(i) |
X |
Formative |
| #60 |
Analyzing standardized test items |
SMG |
A,B |
2(h), 3(g), 3(i) |
X |
Formative |
| #61 |
Review for final exam |
MWC |
A,B |
All previously addressed |
|
Formative |
| #62 |
Assessment fair |
PTWC |
A,B |
2(a), 2(c), 2(d) |
X |
Summative |
| #63 |
Diagnostic assessment (post-test) |
Ind |
A,B |
All previously addressed |
|
Formative |
|
