Aligning Goals, Objectives, Learning Activities, and Assessment

1. Writing Lesson Objectives
Bloom’s Taxonomy
Depth of Knowledge (DOK)
Formative & Summative
Assessment

2. Alignment in Lesson Planning
Goal
Learning
Goal
Overarching
Theme
Related to
Curriculum
Strand
Standards
Standards
Limit Number
All must be a
part of the
final
assessment
Objective
Lesson
Objective
Must be
aligned with
CCSS and
Content
standards
Activity
Learning
Activities
Must result in
meeting
standards
and lesson
objectives
Assessment
Formative and
Summative
Assessment
Must measure if
standard and
objective have
been met with this
learning activity

3. Writing Lesson Objectives Using
Bloom’s Taxonomy and DOK
The ideal learning objective has
3 parts:
1. A measurable action verb
2. The important condition (if any)
under which the performance is to
occur
3. The criterion of acceptable
performance

4. ABCD's of Learning Objectives
• Audience
– The learners:
– Identify who it is that will be doing the performance (not the instructor)
• Behavior (Performance):
– What the learner will be able to do
– Make sure it is something that can be seen or heard
• Condition
– The conditions under which the learners must demonstrate their
mastery of the objective:
– What will the learners be allowed to use? What won't the learners
be allowed to use?
• Degree (or criterion)
– HOW WELL the behavior must be done

5. What do you want your students to learn as a
result of this lesson?
Three-step process below for creating defining learning
objectives.
1. Create a stem
– After completing the lesson, the student will . . .
– After this unit, the student will . . .
– By completing the activities, the student will . . .
– At the conclusion of the course/unit/study the student
will . . .
2. After you create the stem, add an action verb: analyze,
recognize, compare, provide, list, identify, create,
demonstrate, use, show, classify, calculate, design, etc.
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

6. What do you want your students to learn as a
result of this lesson?
1. One you have a stem and a verb, determine the actual
product, process, or outcome:
After completing this lesson, the student will…….
– Create a Venn Diagram which compares and contrasts . . .
– Demonstrate learning by producing a ……
– Write a research paper summarizing 2 key ideas in the….
– Explain 3 key events that led to the American Revolution through a
multimedia presentation
– Describe the events of the Gold Rush from the viewpoint of miner
by analyzing the contents of a primary source poster from the
California archives
– Create a timeline of events leading up to the Revolutionary War
http://www.educationoasis.com/curriculum/LP/LP_resources/lesson_objectives.htm

7. • Refer to explicit rather than vague behaviors
– Asking students to "grasp the significance," or "appreciate"
something will only lead to confusion.
– Using more explicit behaviors such as "identify," or "sort," will
clarify the performance expected of students.
– Explain explicit behaviors representative of different levels of
cognition or thinking
– Describe common products or outcomes of those behaviors
– Avoid “will understand” or “explore” or “learn about” or “gain
knowledge”
– Are these behaviors “measurable” through assessment?
(formative or progress-monitoring, summative, formal, informal
How to Write Goals for Specific Behaviors
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

8. Benjamin Bloom
• Taxonomy of Educational
Objectives (1956)
• Learning outcomes within
the cognitive domain
– Objectives are classified
according to type of
learner behavior described
– A hierarchical relationship
exists among the various
types of outcomes
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

9. Bloom’s Taxonomy:
Cognitive Domain in Action
• KNOWLEDGE: define, list, name, memorize
• COMPREHENSION: identify, describe, explain
• APPLICATION: demonstrate, use, show, teach
• ANALYSIS: categorize, compare, calculate
• SYNTHESIS: design, create, prepare, predict
• EVALUATION: judge, assess, rate, revise

10. Find the action verbs!

11. Know
Remember
Comprehend
Understand
Use
Apply
Analyze
Take Apart
Synthesize
Create New
Evaluate
Judge
Behaviors:
Action Verbs
name
memorize
record
list
match
write
state
repeat
describe
discuss
give examples
locate
tell
find
report
predict
review
recognize
estimate
translate
practice
illustrate
sketch
solve
show
employ
sort
classify
distinguish
experiment
compare
contrast
diagram
debate
solve
examine
inventory
design
plan
propose
arrange
assemble
develop
produce
organize
manage
revise
rate
value
appraise
decide
choose
score
select
assess
debate
recommend
Products:
Outcomes
Assignments
Assessments
Presentations
Experiments
Performances
facts
events
models
filmstrips
books
puzzles
stories
games
journals
illustrations
drawings
maps
sculptures
diorama
scrapbook
mobile
collections
diagrams
graphs
surveys
questionnaires
reports
objects
news
articles
poems
machines
songs
plays
hypotheses
polls
panels
recommendations
discussions
simulations
evaluations
surveys
Bloom Action Verbs and Products
Virginia Tech - http://www.edtech.vt.edu/edtech/id/assess/behavior.html

12. Bloom’s Taxonomy and Technology

13. Bloom’s Taxonomy and the Web

14. DOK
Verbs

15. DOK Verbs

16. DOK Level 1: Recall & Reproduction
DOK Level 1 Verbs
http://isntitelementary.blogspot.com/

17. DOK Level 2 Skills & Concepts
Basic Reasoning
DOK Level 2 Verbs
http://isntitelementary.blogspot.com/

18. DOK Level 3: Strategic
Thinking/Complex Reasoning
DOK Level 3 Verbs
http://isntitelementary.blogspot.com/

19. DOK Level 4:
Extending Thinking/ Reasoning
DOK Level 4 Verbs
http://isntitelementary.blogspot.com/

20. Assessment
How will you measure learning outcomes?
• What will students say or do to
show that lesson objectives were
met?
• What will you collect to show
student’s learning (portfolios,
observations, work samples,
photographs, journals, etc.)
• How will you evaluate student
work?
• How will you grade the student?

21. Understanding by Design:
Theory of Backwards Design
• Desired Results: What will
the student learn?
• Acceptable Evidence: How
will you design an
assessment that accurately
determines if the student
learned what he/she was
supposed to learn?
• Lesson Planning: How do
you design a lesson that
results in student learning?
Identify
desired
results
Determine
acceptable
evidence
Plan learning
experiences
and
instruction

22. Assessment: How do you measure
what students have learned?
• Traditional quizzes and tests
– Paper/pencil
• Selected response
• Constructed response
• Performance tasks and projects
– Open-ended
– Complex
– Authentic
• 3 Kinds of Assessment in TPAs
– Entry Level
– Progress-Monitoring (Formative)
– Summative

23. Types of Formative Assessments
• Summaries and Reflections
– Students stop and reflect, make sense of what they have
heard or read, derive personal meaning from their learning
experiences, and/or increase their metacognitive skills.
– These require that students use content-specific language.
• Lists, Charts, and Graphic Organizers
– Students will organize information, make connections, and
note relationships through the use of various graphic
organizers.
Dodge, J. Scholastic Article

24. Types of Formative Assessments
• Visual Representations of Information
– Students will use both words and pictures to make
connections and increase memory, facilitating retrieval
of information later on.
– This "dual coding" helps teachers address classroom
diversity, preferences in learning style, and different
ways of "knowing."
• Collaborative Activities
– Students have the opportunity to move and/or
communicate with others as they develop and
demonstrate their understanding of concepts.
Dodge, J. Scholastic Article

25. Progress-Monitoring Formative
Assessments Suggestions
• Postcard or Poster
• Mobile Devices
(Socrative, text
answer,digital corkboard,
Google Forms, etc.)
• Venn Diagram
• Visualize: Be the
Illustrator
• Mini whiteboards
• Create or build something
• Exit Slip
• Journals
• Quickwrites
• 2 Roses and a Thorn
• Photo captions
• Graphic organizer
• Story map
• Record audio or create
video
50 Formative Assessments Google Doc - Edutopia

26. Student Self Assessment
PROJECT SELF-ASSESSMENT
• Name _________________
• Date __________________
• Block __________________
• Project ________________
Please respond to each question.
• 1. During the project, I ________________________________.
• 2. As a result of working on this project, I learned my strengths include
___________________________.
• 3. As a result of working on this project, I learned my challenges include
_______________________________________________________.
• 4. As a result of working on this project, I learned__________________
about the content.
• 5. As a result of working on this project, I learned ____________about doing
research.
• 6. As a result of working on this project, I learned___________________.

27. Student Self Assessment Checklist

29. Rubrics for Formative or
Summative Assessment
• Rubric - a scoring guide for evaluating student performance
• Allows for a variety of criteria or categories to be evaluated
on a sliding rating scale (not subject to one final percentage
score as in testing)
• A way to measure real-life, authentic learning experiences
in the classroom
• Provides a guide for students in determining expectations
of assignments
• Shows students and parents how the teacher is judging
student performance

30. Rubric Criteria
Alternative Performance Assessment

31. Writing Process Rubric

32. BIE Rubrics
• BIE - http://bie.org/objects/cat/rubrics
• A Rubric for Rubrics -
http://bie.org/object/document/rubric_for_rubrics
• Grades 3-5 Presentation Rubric –CCSS
http://bie.org/object/document/3_5_presentation_rubric_ccs
s_aligned
• Grades 3-5 Creativity and Innovation Rubric (CCSS)-
http://bie.org/object/document/3_5_creativity_innovation_ru
bric_ccss_aligned
• Grades 3-5 Critical Thinking Rubric (CCSS) -
http://bie.org/object/document/3_5_critical_thinking_rubric_
ccss_aligned

37. Try Google Docs and Forms
Rubrics and Formative Assessments
• Dr. Piper’s Tutorials on Google Classroom -
https://sites.google.com/a/mail.brandman.edu/e
dsu-533-classroom-tutorial/home
– Create a Rubric using Google Docs
– Create a Graphic Organizer using Google Docs or
Google Draw or Lucid Charts
– Adding Files from Google Drive –Try Forms