Chapter+3


 * Date: || July 2, 2012 || Title of Selection: || Learning Targets ||

Explain the connection between clear targets and assessment quality. Classify learning targets by type. Determine whether your learning targets are clear to you and to students. Clarify and deconstruct learning targets as needed. Create student-friendly versions of learning targets as needed. ||
 * Learning target(s) this selection addresses:

I combined three parts to this selection because they build on each other. Within this selection it shows the process of creating student friendly targets that students can understand and embrace. Students will be able to use these to self-access and guide their own learning. The combination of this process shows three things: •How to identify the target type (knowledge, reasoning, skill, product) •How to deconstruct the target and review for clarification •How to reconstruct the target in student friendly language to make it more meaningful to the student, as well as the teacher
 * What this selection illustrates about my learning/why I chose this selection:**


 * CLASSIFYING LEARNING TARGETS **
 * **Learning Target** || **K** || **R** || **S** || **P** || **?** ||
 * **Demonstrate safe practices and the use of safety equipment as described in the **
 * Texas Safety Standards during classroom and outdoor investigations. ** || X ||  ||   ||   ||   ||
 * **Make informed choices in the conservation, disposal, and recycling of materials. ** ||  || x ||   ||   ||   ||
 * **Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. ** ||  || x ||   ||   ||   ||
 * **Communicate valid conclusions in both written and verbal forms. ** ||  || x ||   ||   ||   ||
 * **Construct appropriate simple graphs, tables, maps, and charts using technology including computers, to organize, examine, and evaluate information. ** ||  ||   ||   || x ||   ||
 * **Collect, record, and analyze information using tools, including calculators, **
 * microscopes, cameras, computers, hand lenses, metric rulers, Celsius **
 * thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums. ** ||  ||   || x ||   ||   ||
 * **Use safety equipment, including safety goggles and gloves. ** ||  ||   || x ||   ||   ||
 * IDENTIFYING CLEAR LEARNING TARGETS **


 * **Learning Target** ||  ** Clear as Written **  ||  ** Needs Clarifi-cation **  ||  ** Needs Decon-struction **  ||
 * **Demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations. ** ||  x   || || ||
 * **Make informed choices in the conservation, disposal, and recycling of materials. ** ||  X   || || ||
 * **Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. ** || || ||  X   ||
 * **Communicate valid conclusions in both written and verbal forms. ** || || ||  X   ||
 * **Construct appropriate simple graphs, tables, maps, and charts using technology including computers, to organize, examine, and evaluate information. ** || || ||  x   ||
 * **Collect, record, and analyze information using tools, including calculators, **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">microscopes, cameras, computers, hand lenses, metric rulers, Celsius **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums. ** ||  X   || || ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Use safety equipment, including safety goggles and gloves. ** ||  X   || || ||


 * STUDENT FRIENDLY LEARNING TARGETS **

(observe) I am learning to watch and listen without participating. ||
 * Learning target:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;"> Analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence. ** ||
 * Word(s) to be defined: |||| analyze, interpret, inferred, observable ||
 * Working definition(s): |||| analyze: to break something down into its important features and look at each part. ||
 * interpret: to explain the meaning of something ||
 * infer: a reasonable guess based on information ||
 * observe: to watch or be present without participating ||
 * Student-friendly language: || (analyze) I am learning to break something down into its parts and look at each part’s characteristics. ||
 * (interpret) I can explain the meaning of something. ||
 * (infer) I can make a reasonable guess based on what I know or have experienced.
 * Student-friendly language: || (analyze) I am learning to break something down into its parts and look at each part’s characteristics. ||
 * (interpret) I can explain the meaning of something. ||
 * (infer) I can make a reasonable guess based on what I know or have experienced.
 * (infer) I can make a reasonable guess based on what I know or have experienced.
 * //Optional preface (select one):// ||
 * I am learning to ||||||||  ||
 * We are learning to ||||||  ||
 * I can ||||||||||  ||

//Source:// Reprinted from //Seven Strategies of Assessment// for //Learning Study Guide// (p. 16) by J. Chappuis, 2009, Upper Saddle River, NJ: Pearson Education. Reprinted by permission.