The activity is designed to provide practice in defining achievement targets. In particular, students must differentiate between dispositions and academic achievement targets.
Re-read the objective at the beginning of the chapter:
Teachers must be prepared to assess in their classrooms four different, but interrelated, kinds of achievement targets, plus dispositions.
Read carefully text pages 43 – 60, which contain the core ideas relating to the all-important question for teachers and students: Are my achievement targets appropriate and clear?
Split the class into five groups so that you have at least three students in each group.
The purpose of the assignment is to gain a deeper understanding of each achievement target and the connections among them. In order to display their understanding, students are expected to write a 50-word summary of the most important information for each of the achievement targets and create an outline and a graphic organizer for each combination of achievement targets.
- Each group is assigned one of the achievement targets and all groups will discuss dispositions.
- Achievement target discussions:
- Knowledge and understanding (pp. 43-46)
- Reasoning (pp. 46-55)
- Performance skill targets (pp. 55-56)
- Product design and creation targets (pp. 56-57)
- Dispositions (pp. 57-58)
First, look at the graphic on text page 49, "Understanding Analytical Reasoning." This shows the first step in an analytic graphic organizer for the five standards of quality.
- Students are assigned or select from the following list of targets:
- Knowledge and understanding and dispositions
- Reasoning and dispositions
- Performance skills and dispositions
- Products and dispositions
- All groups work on dispositions.
Answer the questions: