Criteria Analysis NRM

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University of Wisconsin, –Parkside *

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Communications

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Apr 30, 2024

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Studying Skillful Teaching: Promoting Motivation, Learning, and Achievement Course Assignments 179 © 2022 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com Assignment: Criteria Analysis Overview In this assignment you will incorporate what you have learned about designing a lesson that aligns a mastery objective, criteria for success, and a formative assessment product or performance that gathers evidence about how well students met the objective. You will also analyze student work through the Criteria Analysis process to determine next instructional steps. You will use a formative assessment with three to five criteria for success. Purposes • To engage in the cycle of planning, teaching, and reflecting • To apply the Criteria Analysis process to analyze student work and determine next instructional steps Objectives You will be able to… • Design a lesson that aligns a mastery objective, criteria for success, and a formative assessment product or performance that gathers evidence about how well students met the objective • Analyze student work and use the findings to guide next instructional steps Directions 1. Record the national/state/local standard(s) that students are working toward in the lesson. 2. Identify the mastery objective for the lesson, ensuring it meets these attributes of a well-written objective: • Begins with “Students/You/I will be able to…” to indicate development of internalized capacity • Uses an active, measurable performance verb that identifies the kind of thinking students will be doing and avoids mental action words (e.g., “understand,” “learn,” “know,” “see that,” etc.) • Names the essential new knowledge or skill to be learned or strengthened that is… 0 worth knowing 0 “bite size” for one lesson 0 focused on the intended learning rather than the activity • Uses student-friendly language 3. Determine three to five criteria for success that communicate what proficiency looks like when the objective has been met, ensuring they meet these attributes of well-written criteria: • Align with the mastery objective • Begin by stating the name of the product or performance and use a present tense verb and an ellipsis (e.g., “Your solution has…”) • Sufficiently describe the characteristics of a proficient product or performance • Use student-friendly language • Have each criterion forming a complete sentence with the beginning stem 4. Describe the product or performance you will use to formatively assess achievement of the mastery objective by the end of the lesson, ensuring it is also aligned to the criteria for success. Teach the lesson and formatively assess students’ achievement of the mastery objective. Collect the product or performance (not graded).

Course Assignments Studying Skillful Teaching: Promoting Motivation, Learning, and Achievement 180 © 2022 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com (cont. next page)

Studying Skillful Teaching: Promoting Motivation, Learning, and Achievement Course Assignments 179 © 2022 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 5. Analyze the formative assessment results: a. Record student performance data in light of each criterion, marking a ( ✓ ) for meeting, (–) for not yet meeting. Make notes of specific errors or confusions. . 6. Identify a high-priority criterion that yielded “not yet” performances. Hypothesize several possible root causes for why students did not meet it. 7. Determine how you might gather additional data to verify one of the most likely root causes. 8. Develop plans for specific next instructional steps that are based on your data analysis and root-cause hypotheses. Describe in detail corrective and enrichment/extension activities for each group of students. 9. Write a paragraph reflecting on what you have learned from experimenting with Criteria Analysis and the ways in which it will influence your future practice.

Course Assignments Studying Skillful Teaching: Promoting Motivation, Learning, and Achievement (cont. next page) 182 © 2022 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com Name Nitzandra Rivera Medina. Grade and Subject 2 nd / Spanish Criteria Analysis: Criteria for Success Self- Assessment Colleague Feedback Instructor Feedback My write-up includes... ✓ (Meets) NY (Not Yet) Plan 1. The national/state/local standard(s) that students are working toward in the lesson 2. A well-written mastery objective 3. Three to five well-written criteria for success that communicate what proficiency looks like when the objective has been met 4. A copy or description of the product or performance I will use to formatively assess achievement of the mastery objective by the end of the lesson Teach Reflect 5. Analysis of the data, with notes about specific errors or confusions 6. Hypotheses for root causes of a high-priority criterion that students did not yet meet 7. A plan for how to gather additional data to verify one of the most likely root causes 8. Specific plans for corrective and enrichment/ extension activities that are based on my data analysis and root-cause hypotheses 9. A paragraph reflection on what I have learned from Criteria Analysis and ways in which it will influence my future practice

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