Articulating Learning Expectations
We recognize that in a standards-based system of teaching and assessing we summatively assess at the indicator level but in order to help our students succeed on those assessments, we need to teach at the long term and daily learning target levels. We need to break down the learning into attainable pieces.
The bog post Unpacking Standards walks you through the process of breaking down a standard or indicator into those smaller pieces.
How does the JumpRope software support you in this process?
As seen in the screenshot below, “Is skilled at correctly naming shapes regardless of their orientations or size” is a long term learning target derived from an indicator.
The boxes above, with the headers, “No Evidence”, “Approaching”, “Meeting”, and “Exceeding” could represent one of two things: a learning progression or (formative or summative) assessment criteria.
In helping students develop skills for correctly naming shapes regardless of their orientations or size, we might first help them learn the names of the shapes (No Evidence), then move onto actually matching the correct names of each of those shapes with the shapes themselves (Approaching).
From there, we might ask students to find specific shapes in a drawing or in the classroom (Meeting). You can see how we might develop activities to help them practice this progression and how we might also develop an assessment that enables us to see the degree to which a student can “locate objects within a drawing or in real things.”
If you want to see how to create this sort of learning progression in JumpRope, look at this help doc. If you’d like some help thinking about how to get from the long-term learning target to the criteria named in the learning/scoring progression, look at Unpacking Standards.
Don’t miss out on this opportunity to transform your classrooms and make a lasting impact on your students. Reach out today to discuss professional development resources that can effectively support educators in the process of articulating learning expectations.