EDEL 335: Scaffolding for the Assessment Indicator assignment

1. How will I recognize what students have
learned?
How will students show what they know?
What tool will you use to assess student
understanding?
EDEL 335:
ASSESSMENT
INDICATORS
Bringing SS Curriculum Outcomes to Life

2. How Will We Know That Learning Has
Occurred?
The Critical Role of Criteria
Learner Outcome (from the POS)
1.1.5. Distinguish geographic features in
their own community from other
communities by exploring and reflecting
upon the following questions for inquiry:
• What are some familiar landmarks and
places in my community?

3. Unpacking Outcomes
What will the students do to show they
understand?
Students will:
• identify a landmark
What would a high quality piece of work look
like?
Students will:
• represents an appropriate landmark in the
community

4. Let’s try again…
 Learner Outcome (1.1.5.2):
Why are these landmarks and places significant features of the
community?
What will the students do to show they understand?
Students will:
• explain the importance to the community
What would a high quality piece of work look like?
Students will:
• creates a caption that specifically explains why the landmark is
important

5. You Try…
 2.2.7 Students will examine how the
community being studied has changed, by
exploring and reflecting upon the following
questions for inquiry:
 • In what ways has our community changed
over time (e.g., changes in
transportation, land use)?
How would you unpack this outcome?
What will the students do to show they
understand 2.2.7.1?

6. Observable? Measurable?
 Students will:
+ identify a change that has occurred in their
life
+ identify changes in the community over
time
What would a high quality piece of student
work ‘look like’?

9. Assessment Indicator Assignment
For Part One
For this two part assignment you will
take your group's Curriculum Cluster
outcomes and using the Grade 5.3
example (previous slide) as a guide,
create assessment indicators for your
unit cluster. You will:
+ develop clear indicators of student
learning (What will students do to show
they understand the outcome?),
+ possible tasks that the students will
perform (How will students show what
they know?) and
+ the assessment tool you will use to
evaluate their understanding (How will
you evaluate what they know (formative
and summative)?) Ex: checklist, rubric,
rating scale, anecdotal records, exit
cards etc).

10. + The rough draft of this assignment is an individual
assignment
+ You do not need to create the assessment tools identified in
the third column of the assignment template.
+ You do not need to include Skills/Processes in this
assignment
Remember: the indicators must be observable and measureable
(ex: "The student will understand" is not observable or
measurable).
You will upload the rough draft of this
assignment to the Moodle by February 28
(Section 200) or February 29 (Section 201).

11. PART TWO
I will provide informal feedback on your rough draft
and hand it back for Part 2.
You and your partner will take the feedback and
create a final draft (a group submission) to be
uploaded to the Moodle on March 13 (Section 200)
and March 14 (Section 201).