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Action Verbs for AMT
M. Broñoso
Action Verbs for AMT
• Use the list of action verbs to help plan teaching and learning according to you’re A-M-T goals.
GOAL TYPES Action Verbs
Acquisitionof knowledge and skill
Apprehend NoticeCalculate ParaphraseDefine Plug inDiscern RecallIdentify StateMemorize Select
Making Meaningcoming to understanding
Analyze InterpretCompare Justify/SupportContrast ProveCritique SummarizeDefend SynthesizeExplain TestEvaluate TranslateGeneralize Verify
GOAL TYPES Action Verbs
TransferLearning to new situations
Adapt (based on feedback)Adjust (based on results)ApplyCreateDesignInnovatePerform EffectivelySelf-assesSolveTroubleshoot
Perfomance Assesment
GRASP• When constructing performance assessment tasks, it helps to use the acronym GRASPS:
GRASP
OALOLEUDIENCEITUATIONRODUCT or PERFORMANCE
STANDARD
GOAL♦ Provides a statement of the
task.♦ Establish the goal, problem,
challenge, or obstacle in the task.
ROLE♦ Define the role of the students
in the task.♦ state the job of the students for
the task.
AUDIENCE♦ Identify the target audience
within the context of the scenario.
♦ Example audiences might include a client or committee.
SITUATION♦ Set the context of scenario.♦ Explain the situation
PRODUCT♦ Clarify what the students will
create and why they will create it.
STANDARDS andCRITERIA [indicators]♦ Provide students with a clear
picture of success.♦ Identify specific standards for
success.♦ Issue rubrics for students or
develop them with the students.
Constructing a Performance Task Scenario Using GRASPS
GOALYour task is _______________Your goal is to _____________The problem or challenge is__________________________The obstacle to overcome is__________________________
Constructing a Performance Task Scenario Using GRASPS
ROLEYou are ___________________Your have been asked to __________________________Our job is __________________
Constructing a Performance Task Scenario Using GRASPS
AUDIENCEYour clients are ______________The target audience is _________You need to convince _________________________
Constructing a Performance Task Scenario Using GRASPS
SITUATIONThe context you find yourself in is _________________________
The challenge involves dealing with_______________________
Constructing a Performance Task Scenario Using GRASPS
PRODUCT, PERFORMANCE, AND PURPOSE:You will create a ________________ in order to _________________
You need to develop ____________So that ____________________
Constructing a Performance Task Scenario Using GRASPS
STANDARDS AND CRITERIA FOR SUCCESS:Your performance needs to ______________________________Your work will be judged by _______Your product must meet the following standard (Quality) _______A successful result will ___________
Constructing a Performance Task Scenario Using GRASPS
Example: MathGOAL: ♦ The goal (within the scenario) is to minimize costs for shipping bulk quantities of M&M’s.
ROLE: ♦ You are an engineer in the packaging department of the M&M’s candy company.
AUDIENCE: ♦ The target audience is non-engineer company executives.
SITUATION: ♦ You need to convince penny pinching company officers that your container design will provide cost – effective use of the given materials, maximize shipping volume of bulk quantities of M7M’s, and be safe to transport
Constructing a Performance Task Scenario Using GRASPS
Example: MathPRODUCT PERFORMANCE AND PURPOSE:♦ You need to design a shipping container from given materials for the safe and cost-effective shipping of the M7M’s. Then you will prepare a written proposal in which you include a diagram and show mathematically how your container design provides effective use of the given materials and maximizes the shipping volume of the M&M’s.
STANDARDS and CRITERIA for SUCCESS:♦ Your container proposal should . . . • Provide cost-effective use of the given materials. • Maximize shipping volume of bulk quantities of M&M’s. • Be safe to transport.♦ Your models must make the mathematical case
Constructing a Performance Task Scenario Using GRASPS
WRITTEN ORAL VISUALAdvertisementBiographyBook report or reviewBrochureCollectionsCrossword puzzleEditorialEssayExperiment recordHistorical fictionJournalLab reportLetterLogMagazine articleMemoNewscastNewspaper articlePlayPoemPosition PaperProposalResearch PaperScriptStoryTestWeb site
AudiotapeConversationDebateDiscussionDramatic readingDramatizationInterviewOral presentationOral reportPoetry readingPuppet showRadio ScriptRapSkitSongSpeechTeach a lesson
AdvertisementBannerCartoonCollageComputer graphicData displayDesignDiagramDioramaDisplayDrawingFilmstripFlyerGameGraphMapModelPaintingPhotographPosterPowerPoint showQuestionnaireScrapbookSculptureSlide showStoryboardVideoWeb site
Possible Products and Performances (Nouns)
Assesment Task BlueprintExample: NutritionWhat understanding or goals will be assessed through this task?
Students will plan appropriate diets for themselves and others
What criteria are implied in the standards and undrstandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?• Nutritionally sound• Comparison of tast vs. nutrition• Feasible
Assesment Task BlueprintExample: NutritionThrough what authentic performance task will students
demonstrate understanding?Task Overview:Since we have been learning about nutrition, the camp director at the Outdoor Ed Center has asked us to propose a nutritionally balanced menu for our three – day trip to the center later this year. Using the USDA Food Pyramid guidelines and the nutrition facts on food labels, design a plan for three days. Including the three main meals and three snacks (a.m., p.m., and campfire). Your goal is a tasty and nutritionally balanced menu. In addition to your menu, prepare a letter to the camp director explaining how your menu meets the USDA nutritional guidelines. Include a chart showing a break down of the fat, protein, carbohydrates, vitamins, minerals, and calories.
Assesment Task BlueprintExample: NutritionWhat student products and performances will provide evidence of
desired understandings?Menu with cart of nutritional values. Letter to camp director.
By what criteria will student products and performances by evaluated.
• Menu meets USDA guidelines• Nutritional values chart is accurate and complete• Menu addresses the audience and the situation.
• Effective explanation of nutritional value & taste appeal of proposed menu.• Proper letter form• Correct spelling and conventions
Assesment Task BlueprintCRITERIA & RUBRIC IDEAS1. We must try to ensure that we assess what is central to the
understanding not just what is easy to score.2. we also need to make sure that we identify the separate traits
of performance to ensure that the student gets specific and valid feedback.
3. We need to make sure that we consider the different types of criteria (the quality of the understanding vs. the quality of performance in which it is revealed)
Assesment Task Blueprint
Three Types of Performance Criteria with Sample IndicatorsContent Process Quality Result
Describes the degree of Knowledge of factual information or understanding of concepts, principles, and processes.
Describes the degree of skill or proficiency. Also refers to the effectiveness of the process or method used.
Describes the degree of quality evident in products and performances
Describes the overall impact and the extent to which goals, purposes, or results are achieved.
Content Process Quality ResultAccurateAppropriateAuthenticCompleteCorrectCredibleExplainedJustifiedImportantIn-depthinsightfullogicalmakes connectionspreciserelevantsophisticatedsupportedThoroughValid
CarefulCleverCoherentCollaborativeConciseCoordinatedEffectiveEfficientFlawlessFollowed processLogical or reasonedMechanically correctMethodicalMeticulousOrganizedPlannedPurposefulRehearsedSequentialSkilled
AttractiveCompetentCreativeDetailedExtensiveFocusedGracefulMasterfulNeatNovelOrganizedPolishedPreciseProficientRigorousSkilledStylishSmoothUniqueWell-crafted
Beneficial ConclusiveConvincingDecisiveEffectiveEngagingEntertainingInformativeInspiringMeets standardsMemorableMovingPersuasiveProvenResponsiveSatisfactorySatisfyingSignificantUnderstoodUseful
Assesment Task Blueprint
Quality of the understanding
Quality of the performance
AccurateCredibleCriticalIlluminatingIllustrativeInsightfulGroundedJustifiedMeaningfulPerceptivePlausibleRevealingSensitiveSignificantSophisticatedUnusual
ComprehensiveEffectiveEfficientElegantEngagingFluentGracefulMechanically SoundPersuasivePosedPolishedPracticalPreciseSkilledSolvedThorough
Assesment Task Blueprint
Assesment Task Blueprint
Criteria Related to the Six Facets of UnderstandingFacet 1 Facet Facet 3 Facet 4 Facet 5 Facet 6Explanation Interpretation Application Perspective Empathy Self-
knowledgeAccurateCoherentElegantJustifiedPredictiveThorough
IlluminatingIllustrativeImportantMeaningfulRevealingSignificant
AppropriateEffectiveEfficientFluentGracefulPractical
CredibleCriticalInsightfulPlausibleRevealingUnusual
Open PerceptiveReceptiveResponsiveSensitiveTactful
InsightfulMetacognitiveReflectiveSelf-adjustingSelf-awareWise
UNIT ASSESSMENT MAP
SUBJECT: Filipino 9 (Ikatlong Markahan)UNIT TOPIC: Mga Akdang Pampanitikan ng kanlurang AsyaUNIT DESIGNER: Mr. Benjamin B. Sonajo Jr.CONTENT STANDARD:
• Naipamamalas ng mag-aaral ang pag-unawa at pagpapahalaga sa mga akdang pampanitikan ng
kanlurang Asya.PERFORMANCE STANDARD:
• Ang mag-aaral ay masining na nakapagtatanghal ng kulturang Asyano batay sa napiling mga akdang pampanitikang Asyano.
UNIT ASSESSMENT MAP
Aralin 1: Panitikan: Ang Pabo at ang Prinsipe Isinalin ni G. Benjamin B. Sonajo Jr.
Wika: Matalinghagang Pahayag
TYPE KNOWLEDGE UNDERSTANDING(Meaning Making) TRANSFER
PRE-ASSESMENT/DIAGNOSTIC
Pre – Assessment TestExplanation, Application
FORMATIVEASSESMENT
ARG (Anticipation Reaction Guide)
Interpretation, Perspective
Paghahawang ng Balakid
(Talasalitaan)Self Knowledge
(NG)
Paghambingin Natin
(Paghambingin sa Dalwang Tauhan)
Application, Explanation
(NG)Concept
Organizer(Pagbuo ng Konsepto)
Application (G)
Magsanay Tayo
(Pagbibigay-kahulugan sa
Pahayag)Interpretation,
Application (NG)
Ipaliwanag Mo!(Pagpapakahulugan
sa mga Matatalinhagang
Pahayag)Interpretation(NG)
Punan Mo(Generalization
Table)
Isulat Mong Muli at Tukuying(Pagbibigay
kahulugan sa Pahayag)
Interpretation, Explanation (NG)Video Analysis
(Pagsusuri sa mga kaugnay na Babasahin)
Interpretation, Explanation,
Application (G)
SUMMATIVEASSESMENT
ARG(Anticipation
Reaction Guide)Interpretation,
Explanation
Malikhaing Pagkukuwent
o(MT 1: Present
Me) Application(G)
Post/Summative
TestExplanation, Application,
Self KnowledgeSELF
ASSESMENTMagtseklist TayoSelf Knowledge
UNIT ASSESSMENT MAP
Aralin 2: Panitikan: Rama at Sita (Epiko ng India)
Salin ni Rene O. Villanueva Wika: Mga Kawsatib na Pang-ugnay
TYPE KNOWLEDGE UNDERSTANDING(Meaning Making) TRANSFER
PRE-ASSESMENT/DIAGNOSTIC
Pre-Assessment
TestExplanation, Application
IRF Chart (Paghahambing)Interpretation,
Prespective
FORMATIVE ASSESSMENT
Word Associatio
n(Panitikan ng
India)Self
Knowledge (NG)
LAF: Panoorin at Maglista
(List all Factors)Perspective, Self-Knowledge (NG)
Guided Story Plot
(Pagbubuod Gamit ang Grapikong Pantulong)
Application (G)
Paghahawan ng Balakid
(Talasalitaan)Prespective,
Self Knowledge (NG)
TAC(Think All
Consequences)Perspective, Self-knowledge (NG)
Tiyakin Natin!
(Pagkukuwento Gamit ang mga
Kawsatib ng Pang-ugnay)
Application (G)Punan at Buuin
Mo(Kaalaman sa Epiko)
Explanation (NG)Character Profile(Pagtuklas sa Kilos,
Pananalita at Damdamin)Application,
Explanation (NG)IRF
(Initial, Revised, Final)
ExplanationSituational Analysis
(Ano ang Gagawin Mo?)Application, Empathy (G)
SUMMATIVE ASSESSMEN
T
Post-TestExplanation, Application,
Self-Knowledge
Mahabang Pagsusulit
Halnat Mag-rap
(Pagrarap ng mahahalagang tagpo ng epiko
na maaring iugnay sa
kasalukuyan)Interpretation, Application (G)
SELF ASSESMENT
Magtseklist TayoSelf Knowledge
IRFSelf Knowledge
Calendar of Activities/Assesments
1 2Aralin 1:Ang Pabo at ang PrinsipePre-Assessment(Pagsusuri sa saklaw ng mga aralin at Mapa ng Aralin
3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21