Backwards Design - Planning

Since Nick got me going on Test Creation, I thought I would continue to unleash all of my incomplete knowledge of planning. I aspire to be a cautionary tale, so hopefully this ends up helping somebody.

Here is my current planning cycle:

1. Beginning of the year: Look at all of the objectives that the State of Texas suggests 7th graders ought to know. These are found in the list of TEKS.
1. I then group these objectives into thematic units based on synergistic skills. So I put percents operations together with proportions because I plan on teaching percent operations using proportions.
2. Next I organize the units into a general order so that most basic skills are taught first. This insures that students have all the prior knowledge necessary for whatever unit they are starting. This is called my (cue theme music) "Long Term Plan".
   
2. During the year: Before each unit I read through all of the test materials and book materials for the learning objectives contained in that unit.
1. I go through the test creation cycle described in my other post.
2. I create quizzes that are very similar to the tests, differing only in their length and scope. They still scaffold from ground up to TAKS, but they will only cover 1 or 2 skills, and be limited to 4 or 5 questions total.
3. I look at my Long Term Plan to figure out how long I have to teach the unit. I break out my calendar and fit my test and quizzes onto it.
4. Before I put the rest of my lessons on the calendar, I break down the objectives into all of the skills and knowledge that my students will need to obtain in order to be successful on the tests and quizzes that I wrote.
5. Using this list of skills and knowledge, I fit them into general lessons and assign them to the remaining days on the calendar.
3. During the week: For each day I review what my students need to learn to be on track for the upcoming test/quiz, and review practice materials, previous lesson plans, exceptional lessons (from NCTM or other EduBloggers for example), and textbooks.
1. Knowing what my students need to know for a given day, I write some sort of assessment for that day. Sometimes it is the homework, sometimes it is just a question at the end of the class. Whatever it is, that is the daily progress to goal measurement.
2. With the daily 'assessment' written, the rest comes out in whatever it comes. Sometimes I will have a good idea of the practice I want to use. Others I will have an idea of the Introduction of New Material (the actual teaching) section. The important thing here is that I build gatekeepers into the lesson between INM and guided practice, guided practice and independent practice so that I know my kids will be able to handle the next step of autonomy without wasting a bunch of time.

So that's the process I've been running with this year. I definitely don't stick to it all the time, even though I should. Some units don't get all of the Unit Plan completed before we start; learning suffers as a result. I didn't start adding quizzes into my up-front planning until the end of November, so that would have helped earlier units. I didn't planning the INM to GP to IP gatekeepers until the end of October, so that definitely hurt instruction.

Backwards Design - Test Creation

Nick asked about assessment. He opened Pandora's Proverbial Box of Everything, so blame him when you start reading this and get bored. In an effort to save all you poor souls from reading, I will give the short answer here, and the long answer in a second post.

"This is interesting. How did you create a target quiz/test score from a needed score on what I expect is a different type of test entirely. Unless these test/quizzes are in the same format as the TAKS examine. Not questioning your methodology. I just wanna know how it was done, so I can use it in other applications." - Nick

There are four released TAKS tests. I also have textbook materials from 4 different publishers that are supposed to be aligned with the TAKS test, although any given learning objective has many interpretations, so there is a fair amount of variability between publishers. With these examples, I know what a specific learning objective looks like (in terms of assessment) for any of the 34 or so that my kids are supposed to know by the end of the year.

For any instructional unit, my assessment will have questions that scaffold from basic knowledge based questions up to the level that TAKS requires. I will have usually 4 questions per learning objective, with at least half of them being TAKS (literally off the TAKS test) or TAKS equivalent questions.

An example:
I have an objective: 7.1A compare and order integers and positive rational numbers.

My students need to be able to compare:

1. Fractions with fractions
2. Decimals with decimals
3. Percents with percents
4. Integers with integers
   
5. Fractions with decimals
6. Fractions with percents
7. Decimals with fractions
8. All 3 at the same time
9. All 3 with integers

So I might ask 1 greater than/less than question for the first 7 items. These will be easy, low-level. Then I will ask maybe four questions with #8 and four questions with #9. Probably 6 of the 8 questions would be TAKS or TAKS equivalent, with 2 being "put these in order from greatest to least".

The end grade doesn't exactly match with the TAKS test because of the easy questions, but it does give an accurate view of how well the student knows that particular learning objective. And really, the goal is not, necessarily, to predict how the student will do, since the type of questions on the test change almost every year. The point is to see what areas the student knows and doesn't know so that I can give targeted remediation to sub-groups of students so that they have the tools to be able to pass regardless of questions.