1. Hitting the Target
Kimberly Karzen, Nancy Schwerin,
Annette Orrico, Marie Gillespie,
Maribeth Coffey-Sears, Jeremy Vrtis
PLT Formative Assessment Team
2. 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
5. 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.
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
When our learning targets are
clear to us as teachers, they are
also clear to our students.
Learning
Target
(Essential
Outcome)
Student
friendly
learning
target
KUD
8. 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
9. ONTARGET
• Describe one activity or
lesson you love to do with
your students.
• Create the learning
targets for that lesson.
Prompt
10. ONTARGET
1. In what ways does the activity or lesson
have one target that is clear for you and
the students?
2. In what ways is the activity or lesson
unclear for students? (no target, no clear
target, too many targets, other
distractions)
Questions
11. ONTARGET
Mathematics
Students are given two parallel lines cut by a transversal.
They then must label each angle pair.
Students will then give me examples of each of the angle pairs.
Finally students will then determine the value of each angle.
Target: Make the distinction between the angle pairs.
Writing One Learning Target
12. ONTARGET
Art
Define iconography and chronology.
Identify iconography in a work of art.
Use this knowledge of the iconography and chronology to apply to a
specific artwork to understand it.
Hypothesize why the artist made the work and what they were
saying to the audience with the piece.
Target: Explain the role of analyzing iconography and chronology
in decoding the meaning of an artwork.
Writing One Learning Target
14. 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
15. 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)
16. ONTARGET
Convert the definition into student-friendly language
I understand that formative
assessment is a tool used by both
the teacher and student to
monitor progress.
17. ONTARGET
Benefits of Clear Targets for Students
Provides an
understanding what they
are responsible for
learning.
“I will be able to…”
18. ONTARGET
Essential Outcome:
Explain the role of analyzing iconography and
chronology in decoding the meaning of an artwork.
Student-friendly targets:
I can define iconography and chronology.
I can identify iconography in a work of art.
Essential Outcomes→ Learning Target→ Student-friendly
targets
Example in Art
19. ONTARGET
Essential Outcome: Identify the five methods of proving
triangles congruent.
Learning Targets:
I can distinguish all of the triangle congruencies.
I can recommend the proper triangle congruency given
visual information.
Essential Outcomes→ Learning Target→ Student-friendly
targets
Example in Geometry
20. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level I Knowledge
List who were the main…
Level II Comprehension
Explain what is happening….
Level III Application
Apply what you learned to develop…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."
21. ONTARGET
WritingLearningTarget
Bloom’s Taxonomy
Level IV Analysis
Make a distinction between….
Level V Synthesis
Formulate a theory for…
Level VI Evaluation
Assess the importance of…
"Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain."
22. ONTARGET
Writing Learning Targets Directions
Write one learning target for each of the Bloom
Levels, this does not need to be all for the same
lesson, unit or class
We will then write the levels on the posters around
the room
We will then do a gallery walk and star the clear
targets and question marks on the unclear targets
25. ONTARGET
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.
Provide students with a
clear and understandable
vision of the learning
target.
Design lessons to focus on
one learning target or
aspect of quality at a
time.
7 Strategies of Assessment of Learning
26. 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)
27. ONTARGET
Resources
Chappuis, Jan. Seven Strategies of Assessment for
Learning. Boston: Pearson Education, 2009. Print
Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J.
(2012). Classroom assessment for student learning:
Doing it right-Using it well. Boston: Pearson
http://www.clemson.edu/assessment/assessmentpract
ices/referencematerials/documents/BloomsTaxonomyA
ctionVerbs.pdf
Notas do Editor
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
This will summarize what they have done regarding our first objective of clear targets.With the “KUD”, reference how formative assessment ties in with the Differentiation training we got last year.
ExamplesTell teachers to jot down one activity / lesson that they love and create learning targets for the lesson.This needs handout
Add three examples
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?
Participants should pull out the key ideas in this statement/Participants translate slides into student friendly language/target.
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
