Scribd Logo
Upload

Welcome to Scribd!

  • 341 views

    Blythe Target-Method-Match and Assessment Blueprint 1

    Uploaded by

    api-555429342
    The document outlines the process for creating a target-method match and assessment blueprint for summative assessments. It provides an example for a math unit on addition and subtraction. Learning targets are developed to fulfill the high achievement unit outcome and address different levels of Bloom's taxonomy. Each target is assigned a target type and proposed assessment methods. An assessment blueprint then matches each learning target to target types, assessment methods, and sample sizes. The summary reflects on how this process helped think more deeply about effectively assessing students and aligning assessments to standards and learning targets.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Blythe Target-Method-Match and Assessment Blueprint 1

    Uploaded by

    api-555429342
    341 views4 pages
    The document outlines the process for creating a target-method match and assessment blueprint for summative assessments. It provides an example for a math unit on addition and subtraction. Learning targets are developed to fulfill the high achievement unit outcome and address different levels of Bloom's taxonomy. Each target is assigned a target type and proposed assessment methods. An assessment blueprint then matches each learning target to target types, assessment methods, and sample sizes. The summary reflects on how this process helped think more deeply about effectively assessing students and aligning assessments to standards and learning targets.

    Original Title

    blythe target-method-match and assessment blueprint 1

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document outlines the process for creating a target-method match and assessment blueprint for summative assessments. It provides an example for a math unit on addition and subtraction. Learning targets are developed to fulfill the high achievement unit outcome and address different levels of Bloom's taxonomy. Each target is assigned a target type and proposed assessment methods. An assessment blueprint then matches each learning target to target types, assessment methods, and sample sizes. The summary reflects on how this process helped think more deeply about effectively assessing students and aligning assessments to standards and learning targets.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    341 views4 pages

    Blythe Target-Method-Match and Assessment Blueprint 1

    Uploaded by

    api-555429342
    The document outlines the process for creating a target-method match and assessment blueprint for summative assessments. It provides an example for a math unit on addition and subtraction. Learning targets are developed to fulfill the high achievement unit outcome and address different levels of Bloom's taxonomy. Each target is assigned a target type and proposed assessment methods. An assessment blueprint then matches each learning target to target types, assessment methods, and sample sizes. The summary reflects on how this process helped think more deeply about effectively assessing students and aligning assessments to standards and learning targets.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4
    At a glance
    Powered by AI
    The key takeaways are creating clear and measurable learning targets, intentionally matching different assessment types to learning targets, and using assessment data to inform instruction.

    The purpose of creating learning targets and assessment blueprints is to ensure learning outcomes are measurable and communicated clearly to students, stay organized and focused on what students need to learn, know how students will demonstrate mastery, and use assessment data to inform instruction.

    The components of a learning target include the subject area, outcome number, target type (knowledge, reasoning, skill, product), and a measurable verb describing what students will know or be able to do.

    Module 2: Target Method Match Making and Assessment Blueprint

    For Summative Assessments

    A. Target-Method-Match

    Unit Outcome # High Achievement Unit Outcome:

    Math.K.4 Students will illustrate drawings and manipulate objects to produce and solve addition and subtraction equations.

    Target Type Summative Assessment Method


    (See Figure 4.3 in (The goal is to Triangulate—have 3 different
    textbook) types of assessments for each unit, not each
    Learning Targets for High Achievement Unit Outcome
    component, but you can have more than one
    (The Learning Targets should fulfill the High Achievement Unit Outcome and have a
    K = Knowledge assessment method for each Learning Target.)
    variety of measurable verbs from all levels of Bloom’s Taxonomy.)
    R = Reasoning
    S = Skill Note: PA (Performance assessment)
    P = Product includes creating Products or Projects

    Learning Learning Targets K R S P SR WR PA PC


    Selected Written Performance Personal
    Target Include the number of each Learning Target, for example SS8.1.1 Response Response Product Communi-
    Number (Social Studies 8th grade, Outcome #1, Learning Target #1) Project cation

    Math.K.4.1 Compose and decompose numbers to 5 using pictorial and X X X X


    numeric number bonds to model story situations.

    Math.K.4.2 Organize composition and decomposition of numbers 6-8 X X X


    using number bonds and identify patterns in number pairs.

    Math.K.4.3 Demonstrate and construct addition stories with pictures, X X X X


    numbers, and equations to solve result unknown equations.
    Define what each numeral in an equation represents.
    Math.K.4.4 Role play subtraction stories and match pictorial X X X
    representations to the equation. Define what each numeral in
    an equation represents.

    Math.K.4.5 Define and organize part-part-whole relationships and X X


    produce different combinations of numbers to 10 using
    fingers, linking cubes, drawings, number bonds, and number
    sentences.

    Math.K.4.6 Calculate adding and subtracting numbers to 5 quickly and X X X


    accurately and solve word problems with total unknown and
    addends unknown to 10 using 5-group drawings, pictures,
    and equations.

    Math.K.4.7 Solve and prove subtraction story problems with drawings X X X


    and number sentences.

    Math.K.4.8 Identify patterns when adding 0 and 1 to numbers. Choose X X X


    strategies to model and create a part-part-whole situation to
    present to others.

    B. Assessment Blueprint

    Unit Outcome: Students will illustrate drawings and manipulate objects to produce and solve addition and subtraction equations.
    Learning Targets Target Type Assessment Method Sample Size
    (knowledge, reasoning, (selected response, written (number of items or tasks
    Include the number of each Learning Target, for example SS8.1.1 (Social performance skill, or product) response, performance or and the number of points)
    Studies 8th grade, Outcome #1, Learning Target #1) personal communication)

    Learning
    Learning Targets
    Target #

    Math.K.4.1 Compose and decompose numbers to 5 using pictorial and Knowledge and Skill Written Response 2 items
    numeric number bonds to model story situations. Performance 3 points each

    Math.K.4.2 Organize composition and decomposition of numbers 6-8 Knowledge and Skill Personal Communication 3 items
    using number bonds and identify patterns in number pairs. 2 points each

    Math.K.4.3 Demonstrate and construct addition stories with pictures, Knowledge and Skill Written Response 2 items
    numbers, and equations to solve result unknown equations. Personal Communication 3 points each
    Define what each numeral in an equation represents.

    Math.K.4.4 Role play subtraction stories and match pictorial Knowledge Selected Response 2 items
    representations to the equation. Define what each numeral Performance 3 points each
    in an equation represents.

    Math.K.4.5 Define and organize part-part-whole relationships and Product Performance 2 items
    produce different combinations of numbers to 10 using 3 points each
    fingers, linking cubes, drawings, number bonds, and number
    sentences.

    Math.K.4.6 Calculate adding and subtracting numbers to 5 quickly and Skill Selected Response 2 items
    accurately and solve word problems with total unknown and Performance 2 points each
    addends unknown to 10 using 5-group drawings, pictures,
    and equations.

    Math.K.4.7 Solve and prove subtraction story problems with drawings Reasoning and Skill Performance 2 items
    and number sentences. 2 points each

    Math.K.4.8 Identify patterns when adding 0 and 1 to numbers. Choose Knowledge and Performance 2 items
    strategies to model and create a part-part-whole situation to Reasoning 2 points each
    present to others.

    C. Summary
    I do not have any prior experience to creating learning targets or assessment blueprints, so while this assignment
    was a bit of a learning curve for me, it did make me think deeper about how to effectively assess students. Matching
    learning targets to assessment types required me to think about what I need to know about student learning and how I
    can get that information. I have never put much thought into the target type, and in doing so, I made connections of what I
    want students to be able to do, with Bloom’s taxonomy in mind. Matching learning targets to assessment types also
    allowed me to be more intentional about truly assessing and having a system to collect assessment data and developing
    assessments that will accurately portray student’s competencies. This experience also kept the assessments closely
    aligned with the standards. While it will take me more practice, being able to create learning targets will help ensure that
    the learning outcomes are measurable and communicated clearly with students. Being able to create assessment
    blueprints will help me to stay organized, focus on the learning targets, know how students will show mastery, and be
    more intentional with instruction and how effective assessment can inform instruction.

    You might also like