Teacher Inquiry Question

How can we become more accurate when assessing students for conceptual
understanding and use student data to develop meaningful projects?

TLMS-Domain 2: Accesses and Uses Research to Improve Practice and Student Learning: Facilitates the analysis of student learning data, collaborative
interpretation of results, and application of findings to improve teaching and learning.

Conceptual Assessment Objectives

Audience: PYP 4-6 teachers ONE TWO THREE
● to adapt the scoring
● to gather research from ● To calibrate student
Date: existing frameworks for understanding by using
rubric into an
instructional rubric by
the rubric to analyze
A presentation by: Cara Proctor conceptual
understanding and student samples from
indicating which
projects/activities
consolidate the previous projects,
provide the most
developing a shared
frameworks into a opportunities for
understanding about
universal rubric. what constitutes deep
students to demonstrate
conceptual
conceptual
understanding.
understanding.
1 2

Hook: How can we score a student’s conceptual What is Conceptual Understanding?

understanding?
We can think about conceptual understanding
in a few different ways:
● Listen to the clip
● Inquiry Question: 1. Gathering materials- The isolated fact
○ What is matter and how can we stage
describe it? 2. Put it together and use- making

● Rate this students conceptual connections and application stage

3. Adapt and innovate- consolidate and
understanding of Matter on a scale
transfer stage
of 0-5
Conceptual understanding is knowing more
Now let’s share… than the facts and exists on a continuum.

What depth of knowledge did the student Now, Let’s Share...

demonstrate?
Question: Conceptual understanding is difficult
to assess due to its subjectivity.
3 4
SOLO Taxonomy Bloom’s Pyramid(s)
There are two Pyramids- Cognitive and Affective Domains.
Structure of the Observed Learning Outcome
Cognitive is about the level of conceptual knowledge-based understanding
Similar to Bloom’s because learning exists on a
Similar to DOK, can be used to design learning objectives.
hierarchy, and complexity increases at each
level. Affective is the level of interaction with the material/subject.

Can be used to supplement SOLO-to describe the level and intensity of

There are 5 levels of understanding: engagement, feelings, and attitudes. "Bloom's Taxonomy" by Vandy CFT is licensed under CC BY
2.0-in-the-cognitive-domain-The-taxonomy-provides-a_fig1_324652809
r

● Prestructural There are 6 levels of understanding and 5 affective domains:

● Unistructural ● Remembering ● Receiving

● Understanding Responding
● Multistructural ●
● Applying
● Valuing
Relational
http://pamhook.com/2012/01/20/creating-solo-taxonomy-symbols-in-many-colours/?lang=

● ● Analyzing
Organizing
fr
●
● Evaluating
● Extended/Abstract
● Creating ● Characterizing

5 http://henrythiele.blogspot.com/2015/03/in-response-to-grant-wiggins-5.html
6

Depths of Knowledge 6 Facets

DOK also deals with complexity of tasks. ● Created my Wiggins and McTige and works with the
UbD model (backwards design).
Primary focus on designing tasks, rather than assessing ● In contrast- non hierarchical.
them- its about the context in which the content is ● Rather than complexity, it is about pathways to
applied. knowledge.
● This model increases demands by teachers because
This is useful if you want to design tasks that demand a
you must design tasks that feed into the facets.
specific type of thinking or a specific depth of
complexity. 6 Facets:

There are 4 levels of understanding: ● Explanation

● Interpretation
● Recall
● Application
● Skills/Concept
● Perspective
● Strategic Thinking https://edulastic.com/blog/depth-of-knowledge/dok-wheel-webbs/
● Empathy
● Extended Thinking
● Self-knowledge
fr

https://commons.wikimedia.org/wiki/File:Wiggins_%26_McTighe%E2%80%99s_Six
_Facets_of_Understanding_.png
7 8
 My Rubric
I’ve used research-based theories/methodologies to
Workshop
We do, You do:
create a unique rubric for conceptual assessment and
design.
We will use the rubric to assess student
1. You and your partner start by
This rubric is a blend of an instructional and scoring
work samples. We will do the first one analyzing different samples.
together “Math Year 4”. Then, you will 2. Then, you switch.
rubric.
work in partners to assess 2 other 3. Finally, discuss your decisions.
artefacts.
● Scoring Rubrics- assess a cumulative project
Partners:
● Instructional Rubrics- used to create learning
experiences, provide feedback, predict pitfalls,
We will decide 2 things: Unit PYP 3 and Unit PYP 6
monitor student learning along a continuum. Andy and Sarah
● What depth of knowledge
Let’s Share: Unit PYP 6 and Unit PYP 4
did the student Linda and Renee
Can you think of any ways this rubric could be helpful? demonstrate?
● Did the task demand/allow Unit PYP3 and Unit PYP4
What do you notice about the rubric in general? Jim and Hayley
9 for a high level of thinking? 10

Student Sample- Math Year 4 Student Samples- Unit PYP 6

Summary: In this assessment task students Summary:

demonstrated knowledge of number and measurement In this assessment task students combined the scientific process with the

to convert grams to kilograms and milliliters to liters. elements of art. Students used the elements of art to create an artwork.
Then, they determined how their artwork would make an audience feel.

● Learning Outcome/Goal: Students designed an experiment to see if they were successful. Finally, they
reflected on what they could do differently

Students can use unit measurements to convert Scientific

Math ● Learning Outcome/Goal (Teacher): Report
milliliters-liters and grams-kilograms. Test
Students can combine their knowledge of the scientific method and the
elements of art to to create a hypothesis, gather information, and reflect on
● Metacognitive Q’s (Student):
results.

Can I develop and explain a strategy for how to convert ● Metacognitive Q’s (Student):
liters to milliliters?
Can I use the elements of art to elicit a specific emotion from my audience?

Can I use place value to explain my decisions? Can I design an experiment to determine if I was successful?

11 12
Student Sample- Unit Year 3
Summary: In this assessment task students used their
knowledge of forces and motion to create a product
that demonstrates one of Newton’s laws.
● Learning Outcome/Goal (Teacher):
Students can apply their knowledge of the design cycle
to create an invention that moves.
Student Sample- Unit Year 4
Summary: In this assessment task students used their
research skills to explore the pros and cons of early
Written
Component explorers/explorations. Then, they created a performance
to convince a judge.
● Learning Outcome/Goal (Teacher):
Written
Students can use their thinking skills to form decisions Speech
about a famous explorer and create new solutions.

● Metacognitive Q’s (Student): ● Metacognitive Q’s (Student):

Can I use the design cycle to develop, enhance, and Can I use my knowledge about the consequences of
Video exploration to create better solutions?
create and invention?

Can I use perspective to describe an explorers thoughts

Can I explain and describe how my invention works?
and opinions?

13 14

Let’s Score These Kiddos How to Turn the Rubric into Action
….and rate the assignments
● Unit Year 4- Explorers Knowledge
● Unit year 3- Forces and Motion These sections are useful when creating
learning objectives for the unit.
● Unit year 6- Art/Science
Think”what do I want my students to
know about this topic?”
Lets Share: Look at your Central Idea, Lines of
Inquiry, Scope and Sequence.
Now that you’ve had experience with the
Engagement and Demonstration
This part is useful when you are monitoring the
learning,.
Think: “To what extent is the student participating
with the material, assignment, task?”
03
And “To what level is their depth of knowledge?”
Look at and listen to the student in the classroom
Vestibulum
congue

rubric... Design
01 02 These section are useful when considering
● Can you think of any other ways to use the how you can create learning experiences
that will allow for multiple paths to
knowledge.
rubric?
Think: “What do I want my students to do to
acquire this knowledge?”

Look at the knowledge criteria you outlined

in the Knowledge section.
15 16
Edit to Match Next Unit

Thanks for Participating

Knowledge
These sections are useful when creating learning objectives for the unit.
Think”what do I want my students to know about this topic?”
Look at your Central Idea, Lines of Inquiry, Scope and Sequence.

Design
These section are useful when considering how you can create learning
experiences that will allow for multiple paths to knowledge.
Think: “What do I want my students to do to acquire this knowledge?”
Please take this form
Look at the knowledge criteria you outlined in the Knowledge section

Engagement and Demonstration

This part is useful when you are monitoring the learning,.
Think: “To what extent is the student participating with the material,
assignment, task?”
And “To what level is their depth of knowledge?”
Look at and listen to the student in the classroom.

17 18