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Minutes with Charlie - Ten
By Charlie | March 13, 2008
Perhaps the most recurring theme in discussions on classroom assessment for learning is that of clearly defined, articulated, and understood learning targets. These learning targets come to the forefront in discussions on the district initiatives of Performance Excellence, Understanding by Design, and Classroom Assessment.
From an assessment perspective if we do not begin with a clear target, we will certainly not end with sound assessment or accurate data on learning.
Identifying the type of learning target we have helps us know that we have clear and usable learning targets. Determining the type of learning target can generally be determined by examining precisely what the learning targets asks of the student. Learning targets will demand that a student know and/or be able to do something. This can usually be accomplished by examining the verb(s) in the learning target.
It is essential to understand that while the TEKS compose our learning standards, they do not necessarily represent our learning targets at a given time in the progression of learning. We must determine the requisite knowledge and skills that students need in order to reach those standards. It is these requisite knowledge and skills that become our learning targets. In effect, our learning targets form a ladder or scaffold that allows students to climb up to reach the TEKS.
As we breakdown or deconstruct the TEKS into these requisite skills, an examination of the verbs in the TEKS gives us an indication of the type of learning target which is our focus in this stage of learning.
For assessment purposes, clear learning targets fall into four types. The type of learning target in part helps determine the method of assessment to use. In general, learning targets in the assessment world fall into the categories of: knowledge/understanding targets, reasoning targets, skill targets, and product targets.
Over the next few Minutes with Charlie we are going to examine each of these to understand and to know how to recognize them.
Knowledge and understanding learning targets relate to the factual foundations of each discipline. Without a clear grasp of these foundations, the ability of students to reason, practice skills, and complete products related to that discipline is greatly limited.
Not all knowledge/understanding targets have to be memorized or known outright. Some knowledge targets deal with knowing how to find information.
Verbs that commonly fall into knowledge and understanding learning targets are verbs such as: identify, know, explain, understand, list, define, recognize, and describe. In order to do these things, a student must possess a basic knowledge and understanding of a given topic.
There is a tendency in educators, in an effort to set high expectation to consider this knowledge and understanding level of target as less important than the “higher order thinking” targets. However, it is important to realize that in order for a student to prove proficiency at the higher reasoning skills, they must have a basic knowledge and understanding of concepts with which they reason. These knowledge and understanding learning targets form an essential part of a balanced and complete curriculum and assessment system. By the same token, they are not the sum total of said system.
Personal Reflection: Do the learning targets I set for my student reflect the requisite skills they need to reach the level required in TEKS? Can I categorize my learning targets into the types mentioned above?
Topics: Learning Targets, Minutes with Charlie |