Assessment Mapping. Module 4: Activity 1

Transcription

1 Module 4 B: Clustering & Pacing Indicators Viewing Time: 41 minutes Activity Objective(s): 1. Describe assessment mapping. 2. Determine the relationship between assessment mapping and deconstructing standards. Assessment Mapping Module 4 Activity 1 Assessment mapping is an ongoing conversation among all faculty members involved in the implementation of the standards for a given grade level or course. Assessment mapping details how the indicators will be clustered, focused and assessed. They are locally approved guides for assessing achievement levels on a limited number of indicators and understandings each month. Assessment maps serve as the basis of decision making for scheduling and collaboration among faculty and they are the focus for discussions about interventions, accommodations and modi ications. Assessment maps can also be powerful communication tools when used with students, parents and community members. Overview: Assessment mapping is a form of curriculum mapping. For this activity, you will apply a structured reading strategy to one of the course handouts in order to better understand the process of assessment mapping. Estimated Time to Complete Activity: 45 minutes Materials: SQR3 Tool (included with this activity) and a printed copy of the course handout from Module 4 Segment B: Standards Based Map ( Chapter 1: Standards Based Assessment Mapping ). Step1: Download and print the handout (see Materials ). Step 2: Read the handout using the SQR3 strategy and complete the chart that corresponds to each part of the strategy on the SQR3 Tool (pages four through eight). SQR3 Survey Question Read Recite Review Step 3: Answer the follow up questions on page nine of the SQR3 Tool. Page 1 of 9

2 Assessment Mapping Adaptations or Extensions for this Activity: For Professional Re lection: Re lect about the importance of curriculum mapping. Assessment mapping is a form of curriculum mapping with several valuable planning tools built in. What will you try? Start by making a plan to utilize assessment mapping or one of the tools or strategies in the process of assessment mapping. Re lect about your experience after implementing your plan. How did it go? What will you do differently next time? For your Professional Portfolio: Does this activity help accomplish a school wide improvement goal or an individual goal for professional growth? Include a copy of this activity in your Professional Portfolio as evidence of re lective practice in the area of curriculum planning. This activity can serve as a portfolio artifact that demonstrates your effort to apply what you have learned. Thus improving your knowledge of curriculum planning and your understanding of planning standards based instruction. For Professional Learning Groups/Independent Study (peer or small group): Meet with your Professional Learning Group after independently viewing Module 4. Bring a copy of the handout with you to the meeting and complete this activity as a group. After completing steps one and two, meet with a partner and discuss what you recorded on your charts. Discuss the follow up questions as a whole group. Course facilitator for this course (university or professional development setting): Combine this activity with a jigsaw activity. Locate three additional articles or chapters about curriculum mapping. Divide the class into four groups and assign each group one of the four articles to read (include the handout for this activity as one of the four articles). In small groups, have each participant read the article independently using the SQR3 strategy. After completing the SQR3 Tool, discuss results and understandings with your small group members. Agree upon and create a list of the top ive most important understandings. Restructure the small groups into four new groups made up of one person who read each of the four articles. Each person in the newly formed groups takes a turn sharing the top ive most important understandings about their article. For more information about the jigsaw strategy visit For sharing this activity on a Learning Community Site (such as the EI Online Community Bulletin Boards): What resonates with you the most about assessment mapping? Post your answer on the Learning Community Site for this course. Review the discussions on this activity by other participants. Did any of the answers listed by your colleagues give you a new perspective about assessment mapping? Page 2 of 9

3 At A Glance 1. Read the assigned handout using the SQR3 strategy. 2. Complete the five SQR3 charts. 3. Answer the follow-up questions. What is the SQR3 strategy? SQR3 is a reading method that helps all learners (students and adults) to be active and effective readers who organize information and answer questions. SQR3 stands for: Survey Question Read Recite Review Reading assignment: Course handout for Module 4 Segment B: Standards Based Map ( Chapter 1: Standards- Based Assessment Mapping ). You will need to print out the handout in order to make notes and underline and/or highlight data. Page 3 of 9

4 SURVEY Read the title. This prepares you for the subject at hand and it gives you insight into what the chapter or text is about. A survey is a quick preview or an overview of an assigned reading. This might be an entire textbook, a single chapter, or an article or handout. (Evidence of completion) What is the most intriguing aspect based on your SURVEY of the handout? Read the introduction and/or summary. This helps you focus on the main points that will be discussed in the chapter. It indicates what the author expects you to learn from the chapter. Always pay attention to headings and subheadings. These will indicate the details to come and will also reveal the author's method of organization and development of topics. Pay attention to charts, graphs, maps and diagrams. These provide important information in an easy to read/understand format. Note whether key words or terms are italic, boldface, defined within the text, or listed at the beginning or end of the chapter. The author is trying to call your attention to details. In other words, know what these terms or key words are and how they are used. Look for any problems or questions for discussion at the end of the handout. These will help you determine which concepts the author wants you to apply. Page 4 of 9

5 QUESTION Questioning helps your mind engage and concentrate on what you are reading. Predict questions that will be answered by the reading material. Developing questions helps to keep your attention, makes important ideas obvious, and increases your comprehension. (Evidence of completion) What are your QUESTIONS? Record at least five. Turn major headings & subheadings into as many questions as you think will be answered in the section you are reading. By turning headings into questions, you direct your reading and identify the details and examples that support the major points. The better the questions, the better your comprehension. Examples: 1. What is the main point? 2. What evidence supports the main point? 3. What are the applications or examples? 4. How is this related to the rest of the reading assignment, the world, to me? Page 5 of 9

6 READ Read slowly and carefully, concentrating on one section at a time. Do not worry about reading quickly; you are trying to absorb ideas. Now it is time to read the selection. Skim or read actively. Search for the answers to your questions. (Evidence of completion) Explain one of the author s ideas in your own words. Read each section with your questions in mind. As you read each section carefully, try to find the answers to the questions that you formed. Do not skip unfamiliar words or technical terms. If you cannot infer a meaning of a word from the text, take the time to look it up in a dictionary. Be sure to reread the sentence in which each new word appears to ensure you understand it. Try to determine the main point of the section. Summarizing the main point in your notes or in the margin of your text will aid your recall as you review the section. Write the answer to one of the questions that you asked. Always read through the section again, especially if it seems particularly technical or complex. Writing down the author's ideas in your own words also aids your recall. Page 6 of 9

7 RECITE Recite the main points. After reading each section, take a few minutes to recall the important points. Look up from the book and verbalize the answers to your questions. Recite to remember. At the end of each section that you read, try to state, aloud or silently, the important points covered. If you have trouble doing this, then you probably have not understood the section and you need to reread it. Don't move on to the next section until you can recite it successfully. If the central idea comes easily to mind, then you can be confident that you understand what you have read. Immediate recall of information is essential to storing the information in your long-term memory. Without recitation, almost half of what was read is lost from the memory after one day! (Evidence of Completion) Did trying to RECITE help you identify something that you needed to reread, if so how? Page 7 of 9

8 REVIEW Organize the main ideas and supporting details to reinforce your memory. Go back and highlight or underline the main points in the section. Add more notes in the text and margin. Review the entire reading assignment to see how the information fits together. Evaluate your understanding of the reading assignment. (Evidence of Completion) What is one piece of information from the text that you chose to highlight or underline during your REVIEW and why? Did you know that the best time to highlight and underline is when you review the selection or chapter? Most people highlight too much information because they highlight while reading. Refer back to headings, subheadings, and answers to predicted questions. Organize information into flow charts, outlines, or other visual aids. Source: Robinson, Francis Pleasant (1970). Effective Study (4th ed.). New York: Harper & Row. Page 8 of 9

9 What is assessment mapping? Follow-up Questions How is assessment mapping different from deconstructing standards? How do essential understandings and essential questions relate to assessment mapping? If you are going to combine deconstructing standards and assessment mapping, which process would you complete first and why? Page 9 of 9