1. EDT544 Design Doc Template _ Aldworth
Name: Nate Aldworth
Audience: The eight social studies teachers at Coronado High School
Environment: Classrooms and/or computer lab available. Also, internet access,
LCD projector, document camera and scanner.
Problem: Social studies teachers need to be better equipped
when preparing their students to take the California
Standards Test (CST) in social studies. This review
course prepares teachers to help them prepare their
students for the test.
ID Objective Category Instr Methods
1 Given an audience, teacher will describe the structure and format Concept Lecture/Examples
of CST exam
1.1 Explain structure of test (number of questions, time allotted, # of Concept Lecture/Examples
choices for MCs)
1.2 Explain how the test is scored Concept Lecture/Examples
2 Teacher will be able to name the five content clusters (in order) Facts Lecture/Examples
and the three social studies analysis skills the CDE uses when
formulating the CST
2.1 Identify the clusters CDE uses to create its questions Concept Lecture/Examples
2.2 Identify which aspects of standards are more heavily weighted Concept Guidelines,
than others statistical analysis
2.3 Describe the Social Studies Analysis Skills used on the CST test Concept Lecture/Examples
3 Given a set of released multiple choice test questions, teachers will Concept Worked examples
be able to categorize test questions according to content cluster.
3.1 Teach test taking skills Procedure Worked examples

2. 3.2 Determine how state standards are used in CST questions Procedure Worked examples
3.3 Categorize similar test questions concept Worked examples
4 Given a set of released multiple choice test questions, teacher will Concept Lecture, worked
be able to orally explain five different types of test taking examples
strategies.
4.1 Explain the different types of multiple choice problem solving Procedure Worked examples
tactics (e.g. educated guessing, working backwards, etc.)
4.2 Explain the various ways multiple choice test questions can be Procedure Worked examples
written (e.g., which is NOT, all of the following ESCEPT, etc.)
4.3 Categorize test items based on level of questions using Bloom's Concept Lecture, worked
Taxonomy as a guide examples
4.4 Demonstrate how to explain certain test taking strategies to Principle practice
students
5 Given (teacher-specific) released test reporting statistics, teacher Concept Lecture/Examples
will list the two areas where his/her students struggled the most
5.1 Differentiate between the five categories of test results Facts Lecture
5.3 Use results to see where course of study is content deficient Principle Practice, individual
assessment
5.4 Create a plan to implement test taking strategies to students Procedure Practice, individual
assessment

3. Practice Methods Assessment Type Delivery, Media Preworkl
Hands-on practice, Short answer Instructor led with
explanations with a (describe structure website.
partner and format of test)
Hands-on practice, Short answer Instructor led.
explanations with a (describe structure
partner and format of test)
Hands-on practice, Short answer Instructor led.
explanations with a (describe structure
partner and format of test)
Memorize Short answer Instructor led with
(name clusters in website.
order)
Memorize Short answer Instructor led with
(name clusters in website.
order)
Memorize Short answer Instructor led with
(name which website.
standards are
weighted more
heavily)
Memorize Short answer Instructor led with
(describe each of website.
the social studies
analysis skills)
Hands-on, Matching Job aid, instructor
matching questions led, worked
with cluster examples
Hands-on Performance (list) instructor led

4. Hands-on Performance (list) Instructor led with
website.
Hands-on matching job aid.
Hands-on, oral Short answer Video, partner
explanation (orally describe) practice, online
searches
Oral description Performance (oral Video, partner
description) practice, online
searches
Oral description Performance (oral Video, partner
description) practice, online
searches
matching matching online research (for
Bloom's)
oral practice with Performance (oral Instructor led.
partner description)
list two areas Short answer (list) released test teachers should
where students scoring materials, analyze which
have struggled the teacher specific areas they need to
most statistics focus their content
describe each of Short answer CDE released on for the follow-
the five categories (describe each of materials up session.
of hands-on
test results the five categories) teacher specific
Scenerio
statistics
hands-on Performance course calendar,
instructional
strategies

5. Assessment Item (Terminal Obj only) Notes (briefly attend to events of instruction or other details)
Name and describe orally the Use of document camera to show how test is administered. Use
number of questions, time allotted CDE website to show format and structure of test.
and number of choices for multiple
choice questions as well as explain
how the test is scored
Show CDE test reporting website and allow learners to analyze each
Name and identify each of the of the five clusters
five content clusters used by the
CDE in order and describe the
three social studies analysis skills
used when the CST is created
learners can use the website and see exactly which category cluster
each question falls into. Site also gives a breakdown of the social
studies analysis skills needed by students who take the test.
Learners can easily see which California standards are weighted
more heavily than others using information provided on the
website.
With a series of released test questions, learners will take the
Categorize released test questions and categorize them into the appropriate content cluster.
questions into one of five
category clusters

6. Briefly describe (orally) several
different types of multiple choice
test questions and a strategic
tactic to employ when answering
each type of question.
learners will practice with each other how to describe test taking
skills.
Learners will use teacher specific statistics to analyze their own
List the two content areas where courses and try to self assess where they need to improve for the
his/her students struggled the upcoming year.
most on previous test
Teachers will need to assess themselves and see where they need to
improve their content

9. Fact
Concept
Process
Procedure
Principle