A journey into whimsy, adventure, the unknown, and self-musing likened to none other. This is the manifest of Michael Ram's stream of consciousness. Good luck to all who endeavor to comprehend, relate, or even read this. Your lives will be minimally affected at best and your mind may be impaired beyond irreparable damage. The only hope for remedy is to read on and threads of seemingly varied content may prove to weave together into an utterance of one complete thought. You have been warned.
Wednesday, March 25, 2009
Blueprint (Draft)
I tried for quite some time to post this blueprint. I have updated it as per my online discussion during class. Here it is. Any feedback would be much appreciated.
First of all, you did a fabulous job on your blueprint. The color codes show that you really have a handle on how you will be assessing your students. I also thought it was a good idea to allow some of your learning targets to expand over two or three Bloom's verbs, not just one, because they truly deal with all of the verbs.
The only thing I wasn't sure about (and you may have a plan for this I don't know) is how you will assess if students are carrying out all two or three of the tasks in some of your learning targets. For instance, when students have to "visualize, construct, and draw" rectangular arrays, how will you assess their visualization? If students are able to construct the array, will you assume they have visualized it?
You really did a super job. I learned from looking at your blueprint!
Thanks for the compliments. I have thought about how to assess how students will "visualize, construct, and draw rectangular arrays" because I will give 3 separate assessments - if I need to - to address each part of the learning target.
The assessments I am planning on doing are cumulative-based, if that makes sense. Each assessment builds upon the prior one.
Again, thank you very much for your gracious compliments.
I still think you need to break out the top left task. You have too many verbs in it.
But this is excellent. On the final version, I would replace the number of tasks with the time-in-minutes that you expect each task to take.
Then you could sum the cells into the left column and know how much time you're dedicating to each content area. And summing the left column would tell you how long the test should take.
Mike,
ReplyDeleteFirst of all, you did a fabulous job on your blueprint. The color codes show that you really have a handle on how you will be assessing your students. I also thought it was a good idea to allow some of your learning targets to expand over two or three Bloom's verbs, not just one, because they truly deal with all of the verbs.
The only thing I wasn't sure about (and you may have a plan for this I don't know) is how you will assess if students are carrying out all two or three of the tasks in some of your learning targets. For instance, when students have to "visualize, construct, and draw" rectangular arrays, how will you assess their visualization? If students are able to construct the array, will you assume they have visualized it?
You really did a super job. I learned from looking at your blueprint!
Thanks,
Adrienne
Thanks for the compliments. I have thought about how to assess how students will "visualize, construct, and draw rectangular arrays" because I will give 3 separate assessments - if I need to - to address each part of the learning target.
ReplyDeleteThe assessments I am planning on doing are cumulative-based, if that makes sense. Each assessment builds upon the prior one.
Again, thank you very much for your gracious compliments.
I still think you need to break out the top left task. You have too many verbs in it.
ReplyDeleteBut this is excellent. On the final version, I would replace the number of tasks with the time-in-minutes that you expect each task to take.
Then you could sum the cells into the left column and know how much time you're dedicating to each content area. And summing the left column would tell you how long the test should take.
Otherwise, this is REALLY good.