-ESD-OSPI Fundamentals of Assessment Project 2015-16
Facilitator Agenda
Session 3: What Do I Know About the Intended Learning for My Students?
(150 minutes PLUS breaks) – Optional 15 min additional activity
Learning Targets
Participants will:
1. Understand the difference between the four types of learning targets
2. Explore Webb’s four levels of Depth of Knowledge
3. Understand the components of a meaningful learning target and how they may be sequenced to form a coherent progression
4. Understand how the clarity of learning targets impacts assessment selection or creation
Success Criteria
Participants will:
1. Classify learning targets by type
2. Identify the Depth of Knowledge level of learning target examples
3. Create meaningful learning targets in a progression
4. Explain the connection between clear learning targets and high-quality assessments
Note: The Fundamentals of Assessment Series used the Fundamentals of Learning to guide how participants would engage in this work.
 Fundamentals of Learning (FOL): http://www.csai-online.org/sites/default/files/resources/3040/FundamentalsOfLearning_0.pdf
 Key: MM = Making Meaning
 PC= Participating and Contributing
 ML= Managing Learning
NOTE: Additional facilitation details available within the PowerPoint notes.
AESD.OSPI Assessment Literacy Project 2015-16
1
Time
Action
Needed
Welcome, Introductions, and Setting the Stage for Intended Learning
15 min
Welcome, Introductions, Agenda and Learning Goals
 Share progression of learning for six sessions and representing graphics.
 Review Agenda Activities and Learning Goals
 Point out the Essential Question for the session in bold at the bottom of the participants’
agenda.
 Share Key Assumptions and Operational Terms
Materials and Slide #s
Learning
Target
Fundamental
of Learning
LT 1 and 3
SC 1 and 3
MM, PC
LT 1 and 3
SC 1 and 3
MM, PC
PPT Slides 1-8
Notecards or post its.
Building Background Knowledge and Making Connections
20 min
Activity #1
 Review slides to build background knowledge with participants.
 Use AL3.1 Classifying Learning Targets for participants to process information regarding
the four types of targets on Slides 11-14
 Science teachers should be provided with AL3.5 Science Learning Target Guidance. This
states that learning targets should integrate and clearly include all three dimensions—
Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. This
three-dimensional aspect also makes it challenging to put a learning target into a target
type bucket or assign cognitive demand, given the complexity of the 3–D nature and
cognitive load of the Next Generation Science Standards.
PPT Slides 9-14
AL3.1 Classifying Learning
Targets
AL3.2A Learning Target
Worksheet
AL3.2B Learning Target
Worksheet
(For science teachers) AL3.5
Science Learning Target
Guidance
15 min
Activity #2
Have participants turn and talk for slide 19.
PPT Slides 15- 19
Prompt: Consider through the lens of your classroom- Why is Cognitive Demand so
important for instruction and assessment?
AESD.OSPI Assessment Literacy Project 2015-16
2
Time
Needed
Action
Materials and Slide #s
Learning
Target
Fundamental
of Learning
Notes: Ask participants what they know about cognitive demand. Turn and talk… about
the last question on the slide. Have whole-group share out of volunteers.
Possible answers may allude to the rigor required of Common Core State Standards. If
instruction and classroom-based assessment does not match the rigor of the Smarter
Balanced Assessment, students will perform poorly.
It is important to point out that there should be varying cognitive demands during
instruction and assessment; not all learning activities should be at a level 3 or 4. Also, the
blueprint for item specification outlines varying levels of demand on SBA items.
Participants may cite Bloom’s Taxonomy or Webb’s DOK. It is more than a matter of
matching up words, but looking at the thinking skills students employ to meet a
goal/target.
Background information for Facilitator:
Types of Learning Targets, Progressions, and your Big Idea
 A Knowledge big idea requires Knowledge learning targets in the progression.
 A Reasoning big idea requires Knowledge and Reasoning learning targets in the
progression.
 A Skill big idea requires Knowledge, Reasoning, and Skill learning targets in the
progression.
 A Product big idea requires Knowledge, Reasoning, (sometimes; not necessarily) Skill,
and Product learning targets in the progression.
Stiggins , Classroom Assessment for Student Learning, 2012, p. 62.
REFLECTION: Ask participants to note on a notecard/post-it/journal why cognitive demand
is important to keep in mind, what they still WONDER about and how they might use this
concept.
BREAK
Read and Connect: Explore Webb’s four levels of Depth of Knowledge
AESD.OSPI Assessment Literacy Project 2015-16
3
Time
Needed
15 min
Action
Activity #3
 Pass out AL3.3 Webb’s Depth of Knowledge graphic document- 3 pages
 Participants will read through the entire document and respond to prompts on slide.
Share-out recommendations are provided in the notes.
Alternate Activity: Raising the DOK- Participants can take questions and DOK document and
increase rigor. (additional 15 minutes)
Materials and Slide #s
Learning
Target
PPT Slides 20-23
LT 2
AL3.3 Depth of Knowledge
SC 2
Fundamental
of Learning
MM, PC
PPT Slides 40-42
Making Meaning: Understand the Components of a Meaningful Learning Target
45 min
Activity #4
 Participants will “unpack” a learning target for content, context, and cognitive demand.
The first learning target example on Slide 26 will be done as a whole group. Have
participants complete the front side of the Learning Target Worksheet as a table after the
first one is done together.
 Participants will “unpack” student growth goal examples for content, context, and
cognitive demand. The second example is on Slide 29. This will be done as a whole group.
Have participants complete the back side of the Learning Target Worksheet after the first
one is done together.
 Ideally, the ‘unpacking’ would be done in groups of 3-4 with group members agreeing on
the terms and demands of the intended outcome/target before determining the type, the
content, the cognitive demand, and the context.
 Provide AL3.2B to conclude this section, noting that it is a ‘suggested’ key based on the
shared understandings of the session authors.
PPT Slides 24- 29
LT 2,3,4
AL3.1 Classifying Learning
Targets
SC 2,3,4
MM, PC
AL3.3 Depth of Knowledge
AL3.2A Learning Target
Worksheet
MM, PC
AL3.2B Learning Target
Worksheet Key
Making Meaning: Raising the Depth of Knowledge
AESD.OSPI Assessment Literacy Project 2015-16
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Time
Needed
25 min
Action
Activity #5:
 Have participants locate their Learning Progression Document and identify the three C’s
on their own. Note: Remind science teachers to review AL3.5 Science Learning Target
Guidance
 Participants will create additional targets paying attention to type of learning target and
Content, Context, and Cognitive Demand.
 They will consider the information identified as important information in terms of what
students would know and be able to do leading up to the Big Idea Goal. What is
prerequisite learning and what will be included in your Learning Targets? They will use
their Learning Progression Document from Session 2.
Materials and Slide #s
PPT Slides 30-33
AL2.5 Learning Progression
Document
Learning
Target
Fundamental
of Learning
LT 2,3,4
SC 2,3,4
PC
LT 4
SC 4
ML
AL3.1 Classifying Learning
Targets
AL3.3 Depth of Knowledge
AL3.5 Science Learning
Target Guidance
Close: Summarize, Reflect, Connect, Evaluate
15 min
Activity #6:
Summarize Section
 Read slide information. Have participants Turn and Talk. Prompts are provided on Slides.
Reflection
 Participants will engage in reflection/evaluation of their learning using the reflection half
sheet.
Homework
 Directions are given on slide. Homework will prepare participants for Session 4- Sound
Assessment
AESD.OSPI Assessment Literacy Project 2015-16
PPT Slides 34-39
AL3.4 Reflection/Evaluation
Sheet (Cut in half)
5