“Keepin’ It Real”

in Language Arts
Designing and Assessing
Authentic Student Tasks

Day 2

Log on to your computer

using WORKSTATION ONLY

http://bit.ly/kmslaweek
 Today’s Agenda

•9:00 – 9:15 Technology Tools

Questions
•9:15 – 9:50 Assessment Discussion
•10:00 – 11:30 Planning Time
•11:30 – 1:00 Lunch
•1:00 – 1:45 Coll. Planning Goal
Sheets
•1:45 – 3:00 Planning Time
From “Why Don’t Students Like School”
by Daniel T. Willingham (Jossey-Bass, 2009)

“To teach well, you should pay

careful attention to what an
assignment will actually make
students think about (not what
you hope they will think about),
because that is what they will
remember.”
Quick Write

What are your thoughts on

assessing authentic language
arts tasks?
 As you continue to plan today…

Consider formally evaluating your current student

tasks using the rating scale (or your own.)

Continue to discuss and select the higher-order

thinking skills that are required for each task.

Keep in mind other core/encore objectives that

can be integrated into your units/tasks.

Discuss opportunities/needs for differentiation of

the tasks.

Review your rubric(s) for your task(s) and make

sure they are aligned with your learning objectives.
 Authentic Instruction Standards
-Fred M. Newmann and Gary C.
Wehlage

Higher-Order Thinking
Lower order only 1 2 3 4 5 Higher order thinking is central
Depth of Knowledge
Shallow 1 2 3 4 5 Deep

Connectedness to the World Beyond the Classroom

No connection 1 2 3 4 5 Connected

Substantive Conversation
No 1 2 3 4 5 High-level
Social Support for Student Achievement
Negative social support 1 2 3 4 5 Positive social support