Download - Standards Based Assessment
STANDARDS BASED ASSESSMENT
Today…
Reminder: Blooms Revised Reminder: blue prints with regard to
goals today Peer review of test questions for D-
step Prep Talk about blueprints for
EOC Geometry EOC Algebra II
Identify test questions for EOC
Revised Blooms & Blueprints
Blueprints use OLD BloomsMatrix uses NEW Blooms
? How do we BLEND the two?
Caption: Terminology changes "The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application to Applying] to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version." (Evaluation moved from the top to Evaluating in the second from the top, Synthesis moved from second on top to the top as Creating.)
Revised Blooms & BlueprintsUsing the Revised Taxonomy in an adaptation from
the Omaha Public Schools Teacher's Corner, a lesson objective based upon the story of Goldilocks and the Three Bears is presented for each of the six levels of the Cognitive Process as shown on the Revised Taxonomy Table.
Remember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story was about. Apply: Construct a theory as to why Goldilocks went into the
house. Analyze: Differentiate between how Goldilocks reacted and how
you would react in each story event. Evaluate: Assess whether or not you think this really happened to
Goldilocks. Create: Compose a song, skit, poem, or rap to convey the
Goldilocks story in a new form. Although this is a very simple example of the application of Bloom's taxonomy
the author is hopeful that it will demonstrate both the ease and the usefulness of the Revised Taxonomy Table.
The new terms are defined as: Remembering: Retrieving, recognizing, and recalling
relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written,
and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
D-Step Blueprints TODAYGet Questions Identified!
8 & 11 D-step PREP EOC Geom. EOC Algebra Equivalent to:
Strands Indicators Bloom’s # of questions
PEER Review – D-Step Prep
Pass your questions to the group to your Right for review
10 minutes – check and confirm Get clarification if necessary/Give
feedback Final test question selection in the
envelope!
End of Course 9th & 10th Grade
Get into 2 groups Divide your groups by indicator Look at blue prints Look at unpacked standards Find questions Review questions WITHIN your group Peer review questions with other group Final question selection in the envelopes
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Cognitive Categories
Types of Knowledge
1. RememberRecognizing
Recalling
2. UnderstandInterpreting
ExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3. ApplyExecuting
Implementing
4. AnalyzeDifferentiating
OrganizingAttributing
5. EvaluateCheckingCritiquing
6. CreateGeneratingPlanning
Producing
A. Factual Knowledge A1 A2 A3 A4 A5 A6
B. Conceptual Knowledge B1 B2 B3 B4 B5 B6
C. Procedural Knowledge C1 C2 C3 C4 C5 C6
D. Metacognitive
Knowledge D1 D2 D3 D4 D5 D6
EOC: Geometry & Algebra
Look over blueprints Get into Groups Select test questions starting with:
Your questions AS questions
How many more do you need?? BLUEPRINTS!
Using resources – complete the test bank
Final thoughts…
Using the test banks Achievement Series
Blooming your classroom Assignments Projects Study guides
Increasing critical thinking in your classroom