1. Hitting the Target
Kimberly Karzen, Nancy Schwerin,
Annette Orrico, Marie Gillespie,
Maribeth Coffey-Sears, Jeremy Vrtis
PLT Formative Assessment Team
3. ONTARGET
Design lessons to focus on
one learning target or
aspect of quality at a
time.
Provide students with a
clear and understandable
vision of the learning
target.
Teach students to self-
assess and set goals.
Engage students in
self-reflection, and let
them keep track of
and share their
learning.
Use examples and models
of strong and weak work.
Offer regular descriptive
feedback.
Teach students focused revision.
7 Strategies of Assessment of Learning
4. ONTARGET
Objectives
I will create a clear and understandable
vision of the learning target for my
students. (Strategy 1)
I will be able to design lessons to focus
on one learning target or aspect of
quality. (Strategy 5)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute
6. ONTARGET
Have you ever…
• taught a lesson and then
had a student ask “what
is the point?” or “why do
we need to know this?”
7. ONTARGET
Provide students with a
clear and understandable
vision of the learning
target. (Strategy 1)
Seven Strategies of Assessment for Learning,
Pearson Assessment Training Institute
8. ONTARGET
What is a Learning Target?
“Statements of intended learning”
that captures what we want
students to know & be able to do.
(Also called an essential outcome.)
(Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 42)
Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J.
(2012). Classroom assessment for student learning:
Doing it right-Using it well. Boston: Pearson.
9. ONTARGET
What does a ‘clear and
understandable vision’ mean?
Who will use the information?
How will they use it?
What information, in what
detail is required?
10. ONTARGET
Benefits of Clear Targets
FOR TEACHERS
Knowing what to
teach
Knowing what to
assess
Knowing what
activities to plan
FOR STUDENTS
Understanding what
they are responsible for
learning
12. ONTARGET
Formative Assessment Diagnostic
“There is a diagnostic aspect to all
formative assessment, and diagnostic
information can inform both students’
studying and teacher’s teaching. The key is
having a concept of the goal or learning
target, which originally is the teacher’s, but
which ideally the student will internalize,
eventually setting his or her own goals and
monitoring progress toward them.”
(Sadler, 1989; Gipps, 1994)
14. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Fashion:
Essential Outcome: Students will relate the fashion of the time to
the cultural, social and political events of that time period.
Learning Targets:
I can define silhouette, garment, and garment parts.
I can identify the silhouette of the time period.
I can explain how the political events influenced the fashion of the
time.
15. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Business:
Essential Outcome: Students will be able to recognize and identify
the advantages and disadvantages of the four types of business
ownership (proprietorship, partnership, corporations, and
franchises).
Learning Targets:
I will be able to compare and contrast an entrepreneur and
intrapreneur.
I will be able to summarize how a company goes from being privately
held to publicly held.
I will be able to list the fees associated with starting a franchise.
16. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level I Remembering
List who were the main…
Level II Understanding
Explain what is happening….
Level III Applying
Apply what you learned to develop…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."
17. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level IV Analyzing
Make a distinction between….
Level V Evaluating
Evaluate a theory for…
Level VI Creating
Compile data that…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."
18. ONTARGET
Writing Learning Targets Directions
I will be able to write one learning target for each of
the Bloom Levels (see handout)
(Does not need to be all for the same lesson, unit or
class!)
I will be able to write my examples on the posters
around the room
20. ONTARGET
Design lessons to focus on
one learning target or aspect
of quality at a time.
(Strategy 5)
Seven Strategies of Assessment for
Learning, Pearson Assessment Training Institute
21. ONTARGET
When our learning targets are
clear to us as teachers, the next
step is to ensure that they are also
clear to our students.
Learning
Target
(Essential
Outcome)
Student
friendly
learning
target
KUD
22. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Fashion:
Essential Outcome: Students will relate the fashion of the time to
the cultural, social and political events of that time period.
Learning Targets:
I can define silhouette, garment, and garment parts.
I can identify the silhouette of the time period.
I can explain how the political events influenced the fashion of the
time.
23. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Fashion:
Essential Outcome: Students will relate the fashion of the time to
the cultural, social and political events of that time period.
Learning Targets:
I can explain how the cultural, social, political events influenced the
fashion of the time.
24. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Business:
Essential Outcome: Students will be able to recognize and identify
the advantages and disadvantages of the four types of business
ownership (proprietorship, partnership, corporations, and
franchises).
Learning Targets:
I will be able to compare and contrast an entrepreneur and
intrapreneur.
I will be able to summarize how a company goes from being privately
held to publicly held.
I will be able to list the fees associated with starting a franchise.
25. ONTARGET
Essential Outcomes Learning Target Student-friendly targets
Example in Business:
Essential Outcome: Students will be able to recognize and identify
the advantages and disadvantages of the four types of business
ownership (proprietorship, partnership, corporations, and
franchises).
Learning Targets:
I will be able to list the advantages and disadvantages of a
proprietorship, partnership, corporations, and franchises.
26. ONTARGET
• Describe one activity or
lesson you love to do with
your students.
• Create the learning
targets for that lesson.
Prompt
31. ONTARGET
Where Am I Going?
Strategy 1: Provide students with a clear and
understandable vision of the learning target.
Strategy 2: Use examples and models of strong and weak
work.
Where Am I Now?
Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
How Can I Close the Gap?
Strategy 5: Design lessons to focus on one learning target
or aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them
keep track of and share their learning.
STRATEGY
1
STRATEGY
5
The Seven Student–Centered Strategies of
Formative Assessment
32. ONTARGET
Q4:What do we do when
students are proficient?
Q3: What do we
when students
are not learning?
Q2: How do we know
when a student has
learned something?
Q1: What do we want students to
know and be able to do?
PLC QUESTIONS
Essential
Outcomes
Instruction
(Best
Practice)
Formative
Assessment
Data Collection &
Analysis
SMART Goals
Differentiated Inst.
Intervention &
Enrichment
Data Collection &
Analysis
Summative
Assessment
PLC
PRINCIPLE:
Incorporate
the four
pieces for
continuous
improvement
Essential
Outcomes
Formative
Assessment
33. ONTARGET
Objectives
I will create a clear and understandable
vision of the learning target for my
students. (Strategy 1)
I will be able to design lessons to focus
on one learning target or aspect of
quality. (Strategy 5)
Editor's Notes
Start with the “Hit the target” activityLarge eight targets printed around the roomThe objectives of the day printed on the back of two of themHave people try and hit the correct targetsFlip the two targets that are our objective for the day
These objectives come from Pearson (Assessment Training Institute)Mention they are part of the Danielson Rubric
Participants should pull out the key ideas in this statement/Participants translate slides into student friendly language/target.
Theirs should look something like this. Now look at your learning targets for your original lesson/activity. Are they in student friendly language?
Hand out Bloom’s guide sheet now.Refer to your original lesson and learning targets that you came up with. Write a Level I through Level VI goal on the handout. Turn targets over while participants are writing their levels on the handout.Then pick tables to write on targets (flipped with levels on back). Explain rules-participants will walk as a table to each level/target and put a star next to the ones that are student friendly and a question mark next to the ones that are not.Discussion
ExamplesTell teachers to jot down one activity / lesson that they love and create learning targets for the lesson.This needs handout
