Analysis+Team+Member+I


 * __Task Analysis= (topic analysis + procedural analysis)__**

Topic Analysis provides two types of information which helps the designer break down the content to a level appropriate for the learner in one of two different ways. 1) The learner analysis describes the learner’s knowledge of the content area to help gauge the amount of information needed. 2) The SME provides the information concerning the learner’s entry-level knowledge (Morrison, Ross, Kalman, & Kemp, 2011, p. 81). Often associated with Topic Analysis are elements such as: facts, concepts, principals, rules, procedures, interpersonal skills and attitudes.
 * __Topic analysis__**

Topics to be taught:

1. What is project-based learning? Learners will be involved in a discussion about what PBL is, why it is beneficial to student learning, and possible ideas to use in their own classrooms, based on their curriculum. By grouping our learners based on grade level and content areas they teach in, they can work together to discuss these questions. "We use concepts to simplify information by grouping similar ideas or objects together and assigning the grouping a name" (Morrison, Ross, Kalman, & Kemp, 2011, p. 81).

2. Why is project-based assessment important/useful? "A good education makes knowledge, skill, and ideas useful. Assessment should determine whether you can use your learning, not merely whether you learned stuff. Achieving transferability means you have learned how to adapt prior learning to novel and important situations" (Wiggins, 2006). Project-based learning requires the students to demonstrate how what they have learned can be used in the world outside of school. How to assess these applications is key to ensuring transferability. "Unsatisfying (and sometimes unacceptable) results will continue until we no longer see assessment as mere typical testing and as what you do after teaching and learning are over " (Wiggins, 2006).

3. How to produce project-based assessments, what tools could be used? After learning about PBL assessments, learners will begin creating an outline for their own possible assessment to use in their classroom. "A a procedure is an ordered sequence of steps a learner must execute to complete a task" (Morrison, Ross, Kalman, & Kemp, 2011, p. 81). Learners will ask themselves the following questions as they write the process for their PBL assessment.
 * Identify your ultimate goal. What does the learning look like?
 * Once the end goal has been identified, what are the intermediate goals that must be achieved in order for the ultimate goal to be reached?
 * Create activities that will enable students to reach those goals.

4. How to create rubrics that meet standards and improve student learning. Standards often lend themselves to project-based learning and assessment. For example, "The Vermont standard H&SS7-8:1 requires that 'students initiate an inquiry by asking focusing and probing questions that will lead to independent research and incorporate concepts of personal, community, or global relevance (e.g., What are causes of low voter turnout?)" (Wiggins, 2006). Rubrics can easily be used to evaluate the elements of the inquiry that require assessment. For example, the quality of the questions, ability to draw out concepts of personal, community, or global relevance in the responses, and ability to draw meaning from the data are all valuable aspects to evaluate and can easily be set up as categories in a rubric. We will provide a resource list for our learners of different online guides and rubric creating sites such as Rubistar. Using Rubistar, an online site dedicated to the use of rubrics in the classroom, can be a valuable asset in this process. You can visit Rubistar at http://rubistar.4teachers.org/index.php?screen=NewRubric.

Link to NEXT PAGE

Link to PREVIOUS PAGE


 * References**

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Wiggins, G. (2006). Healthier Testing Made Easier: The Idea of Authentic Assessment. Retrieved from http://www.edutopia.org/authentic-assessment-grant-wiggins.