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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. 2 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 . 3 AAC Professional Learning A Closer Look at Learner Outcomes 4 AAC Professional Learning Back to Bloom’s Taxonomy 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. 5 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] ! 6 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 ? 7 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. ! 8 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. ? 9 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. ? 10 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. ? 11 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? ? 12 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. 13 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