Download Creating Credible Criteria - Alberta Assessment Consortium

Creating Credible Criteria Module 2:
A Closer Look at Learner Outcomes
An AAC Professional Learning Module
Book Study
based on the AAC publication
Creating Credible Criteria
Module 2 in Context
Creating Credible Criteria Module 1 introduced participants to the
AAC working definition of criteria and explored teachers’
professional responsibility in regard to creating credible criteria.
The purpose of Module 2 is to explore Alberta learner
outcomes through the lens of levels of cognition as the
foundation for creating credible criteria.
Creating Credible Criteria Module 3 models a four-step
process for integrating criteria into the instruction/
formative assessment sequence.
Creating Credible Criteria Module 4 considers some cautions
of which to be aware when using “I can” statements to
articulate criteria.
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AAC Professional Learning
Logistics
 Page numbers in the upper right hand corner of the slides refer
to pages in Creating Credible Criteria.
 Participants will require access to a copy of the resource in order
to take full advantage of this professional learning experience.
 Participant materials and facilitator notes are available to
accompany this professional learning module.
 These materials are provided as a service to AAC members and
are protected by copyright. If modifications are desired, the
modified version should clearly indicate that they have been
modified from the original and also provide the link to the
original materials. Modified materials are for personal use and
may not be subsequently posted to any website. The complete
AAC Copyright and Terms of Use document is available at
http://www.aac.ab.ca/AACCopyright.html .
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AAC Professional Learning
A Closer Look at Learner Outcomes
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AAC Professional Learning
Back to Bloom’s Taxonomy
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Evaluation [judge it]
Synthesis [create it]
Analysis [examine it]
Application [use it]
Comprehension [explain it]
Knowledge [recall it]
More about Bloom’s
 While there are newer variations of the taxonomy in use,
the traditional version is still appropriate as these verbs
recur throughout Alberta Programs of Study.
 The taxonomy directs decisions about instruction and
assessment as teachers ensure the assessment task/item is
consistent with the intent of the verb in the outcome.
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AAC Professional Learning
p. 8
Working with Bloom’s Taxonomy
 Evaluation [judge it]
 Synthesis [create it]
 Analysis [examine it]
 Application [use it]
 Comprehension [explain it]
 Knowledge [recall it]
!
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Read paragraph 2 on p. 8 and then discuss the
following statement.
When setting criteria, Bloom’s Taxonomy does not
function as a ladder.
AAC Professional Learning
pp. 9 – 14
Levels of Cognition
 Examine each of the levels of cognition on pp. 9 – 14.
 definition
 sample outcomes (explicit)
 sample outcomes (inferred)
 other verbs that might cue/designate the level of
cognition
?
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What challenges exist when identifying the level of
cognition within the outcomes?
AAC Professional Learning
p. 15
Challenging Outcomes
 Occasionally learner outcomes contain conflicting
messages about the appropriate level of cognition.
 Examine the four samples of such conflicts in the table
on p. 15 and the accompanying commentary/solution.
!
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Creating credible criteria is a complex professional
responsibility.
AAC Professional Learning
pp. 9 – 14
Identifying the Level of Cognition
 Determine the appropriate level(s) of cognition for the
outcome listed below.
 Pages 9 – 14 of Creating Credible Criteria may be used
as a reference.
Gr. 8 Mathematics Specific Outcome
4. Develop and apply formulas for determining the volume of right
rectangular prisms, right triangular prisms and right cylinders.
?
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How does paying attention to both verbs change the
focus of this outcome?
AAC Professional Learning
pp. 9 – 14
Identifying the Level of Cognition
 Determine the appropriate level(s) of cognition for the
outcome listed below.
 Pages 9 – 14 of Creating Credible Criteria may be used
as a reference.
Gr. 5 Science Specific Outcome
5-7.2 Apply and evaluate a variety of techniques for separating
different materials.
?
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How does paying attention to both verbs change the
focus of this outcome?
AAC Professional Learning
Try Your Hand:
Identifying the Level of Cognition
pp. 9 – 14
 Work with a colleague to determine the appropriate
level(s) of cognition for the outcomes listed on the
accompanying handout.
 Pages 9 – 14 of Creating Credible Criteria may be used
as a reference.
 Compare your answers with another team.
?
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Observations?
Ah-ha moments?
Challenges?
AAC Professional Learning
pp. 9 – 14
Closer to Home!
 Use pp. 9 – 14 of Creating Credible Criteria as a
reference.
 Examine the criteria for a student assessment task you
have recently administered or are planning to
administer in the near future.
 How accurately is the level of cognition represented in
what students are being asked to demonstrate?
 What changes might be required/desired?
?
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What is the potential for enhanced student learning
when the assessment criteria are accurately aligned
with the learner outcomes?
AAC Professional Learning
Next Steps...
 Ensure that assessment planning includes careful
examination of the learner outcomes. Ensure that
what students are being asked to do is aligned with
the level of cognition inherent in the learner outcome.
 Further support for creating credible criteria is found
on the AAC website www.aac.ab.ca.
 Check the Professional Learning tab for other
Professional Learning Modules on the topic of creating
criteria.
 Check the Assessment Materials tab for the link to
Performance Assessments for models of criteria aligned
to the appropriate level of cognition.
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AAC Professional Learning
Looking Ahead to Module 3
Creating Credible Criteria Module 1 introduced participants to the
AAC working definition of criteria and explored teachers’
professional responsibility in regard to creating credible criteria.
Creating Credible Criteria Module 2 explored Alberta learner
outcomes through the lens of the levels of cognition as the
foundation for creating credible criteria.
The purpose of Module 3 is to model a four-step process
for integrating criteria into the instruction/formative
assessment sequence.
Creating Credible Criteria Module 4 considers some cautions
of which to be aware when using “I can” statements to
articulate criteria.
14
AAC Professional Learning