developing quality assessments
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Developing Quality Assessments. Presented by Ellen Vorenkamp for the MI Assessment Consortium at Lewis Cass ISD Best of Formative Assessment Series Session 5. Overview. The need for Quality Assessments Accurate Data Use of Data Student Growth Educator Evaluation The Development Process - PowerPoint PPT PresentationTRANSCRIPT
DEVELOPING QUALITY ASSESSMENTSPresented by Ellen Vorenkamp for the MI Assessment Consortium at Lewis Cass ISD Best of Formative Assessment Series Session 5
Overview The need for Quality Assessments
Accurate Data Use of Data
Student Growth Educator Evaluation
The Development Process MAC Modules Planning for your Assessment (CASL)
Key Components—Common Core Connections Test Blue Prints Quality Items
Conclusion
Good Assessment applies to all Learners
Regardless of student ability or communication level, our assessments must have a clear purpose and stretch our students to higher levels of doing and thinking
Good assessment design is fundamental to all
Each student is unique As ever – take the best and adapt to our
kids!
Essential Questions to Dialogue Around…
As you develop quality assessments, keep the following questions in mind… What is the purpose of the assessment? Who will use the information? How will it be used? Is the use formative or summative?
A Formative View As you develop quality assessments, keep
the following questions in mind… What is the purpose of the assessment?
To provide teachers immediate information on student learning
Who will use the information? Teachers and students in the classroom
How will it be used? To inform next steps in the learning process
Is the use formative or summative? Formative
A Summative View As you develop quality assessments,
keep the following questions in mind… What is the purpose of the assessment?
Educator Evaluation / Accountability Who will use the information?
Teachers and Administrators How will it be used?
To certify the learning process Is the use formative or summative?
Summative
Think…Pair…Share…What elements are necessary to ensure
quality assessments? List these qualities Discuss why these are important
MAC’s Thinking… 24 Modules that cover the entire
development process… Planning
Modules 1-7 Developing
Modules 8-20 Implementing
Module 21 Reflecting
Modules 21-24
Quality Assessments…
are Reliable and yield Valid data. In order for these two requirements to be met
assessment developers must pay special attention to the following: Standard/Item Alignment Balance of Representation Target-Method Match Quality Items
The best way to ensure your assessment is reliable and valid is to create a test blueprint and follow the blueprint while developing the assessment.
Test Blueprints Requires a bit of planning and
forethought as you begin this process… Several steps should be completed that
will help make developing your test blueprint easier
Are the assessment items tightly aligned with the standards?
Do the assessment items address the targeted standards sufficiently and at all levels of cognitive demand?
Are there an equal number of assessment items per standard? If not, is there “rationale”?
Are there enough assessment items per standard to determine mastery?
Standard Alignment
Items are balanced and should reflect what was taught and how it was taught within the classroom environment
The assessment as a whole should reflect the emphasis of the lesson, unit or other educational experience on which you are assessing.
For example, a social studies assessment might cover 4 related standards or learning targets…
Balance of Representation
Balance of Representation
33%
33%
34%
Lesson Instruction
2-E1.0.32-E1.0.12-E1.0.2
Balance of Representation
33%
33%
34%
Lesson Assessment
2-E1.0.32-E1.0.12-E1.0.2
1) Identify the Depth of Knowledge (DOK) for the standard
2) Match the cognitive demand of the standard with an appropriate item type
3) Determine which item types will be included in the assessment and in what proportion.
Target-Method Match
16
Depth Of Knowledge
SYNTHESIS AND EVALUATION“Putting together elements & parts to form
a whole, then making value judgments about the method.”
EXTENDED THINKING Requires an investigation; time to think and process multiple conditions of the problem or task.
BLOOM’S TAXONOMY WEBB’S DOK
KNOWLEDGE “The recall of specifics and universals, involving little more than bringing to mind the appropriate material”
COMPREHENSION“Ability to process knowledge on a low level such that the knowledge can be reproduced or communicated without a verbatim repetition.”
APPLICATION“The use of abstractions in concrete situations.”
ANALYSIS“The breakdown of a situation into its component parts.”
RECALLRecall of a fact, information, or procedure (e.g., What are 3 critical skill cues for the overhand throw?)
SKILL/CONCEPT Use of information, conceptual knowledge, procedures, two or more steps, etc.
STRATEGIC THINKINGRequires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer
Wyoming School Health and Physical Education Network (2001). Standards, Assessment, and Beyond. Retrieved May 25, 2006, from http://www.uwyo.edu/wyhpenet
Prepared and published by the Educational Policy Improvement Center
Prepared and published by the Educational Policy Improvement Center
Reflection… What are the implications for classroom
instruction?
What are the implications for classroom assessment?
Types/Levels of Standards
Recall and Reproduction– (Knowledge) Facts and concepts we want students to know (Usually DOK Level 1 or 2)
Skills & Concepts – (Skills) Students use their knowledge and reasoning to act skillfully (Usually DOK Levels 2; Can go higher based on context)
Strategic Thinking– (Reasoning) Using what they know to reason and solve problems (Usually DOK Levels 2-4)
Extended Thinking– (Application/Products) use knowledge, reasoning, and skills to create a concrete product (Usually DOK 3-4)
Methods of Assessments
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map•Flowchart•Graph•Table•Matrix• Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation• Interview •Conference•Process description
•Checklist•Rating scale• Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano23
Target-Method MatchHow well does your method of assessment match your
target?
Target to be
Assessed
Assessment Method
Selected Response/
Short-Response
Extended -Response
Performance Assessment
Observation/Conversation
s
Knowledge/Recall Good match Good match Not a good
match Partial match
Reasoning/Strategic Thinking
Partial match Good match Good match Good match
Performance Skills
Not a good match
Not a good match Good match Partial match
Application/Products
Not a good match Partial match Good match Not a good
match
Putting it all together: Standard Specific Learning Target derived from
Standard Target DOK Level Assessment Method Number of Items/Points
Test Blueprint
Performance Tasks Performance tasks challenge students to apply
their knowledge and skills to respond to complex real-world problems. They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions. The performance tasks may take one to two class periods to complete.
Components of a Performance Assessment Performance Assessments:
call upon the examinee to demonstrate skills and competencies (application)
are comprised of 4 basic components: A reason for the assessment
Identify the content and/or skill standard(s) to be assessed A specific performance to be evaluated
Construct the prompt or item and determine the criteria for success Exercises to elicit that performance, and
Describe the way you will collect evidence, when you will collect the evidence and how much evidence you will collect.
Systemic rating procedures Determine the score for proficiency or mastery; determine who will
rate the performance, scoring method (rubric, checklist, anecdotal record, portfolio)
SBAC Performance Tasks (PT) Performance tasks, the most complex of all items, include
the following elements: Integrate knowledge and skills across multiple claims. Measure capacities such as depth of understanding, research skills, and/or complex analysis with relevant evidence. Require student-initiated planning, management of information/data and ideas, and/or interaction with other materials. Reflect a real-world task and/or scenario-based problem Allow for multiple approaches. Represent content that is relevant and meaningful to students. Allow for demonstration of important knowledge and skills. Require scoring that focuses on the essence of the Claim(s) for which the task was written. Seem feasible for the school/classroom environment.
PT Sample: Prior to Test Date
PT Sample: Stimuli and Tasks
PT Sample: Stimuli and Tasks
PT Sample: Stimuli and Tasks
PT Sample: Stimuli and Tasks
PT Sample: Stimuli and Tasks
4th Grade ELA Sample
4th Grade ELA Sample
4th Grade ELA Sample
Additional Sample Items http://www.dese.mo.gov/divimprove/asse
ss/documents/asmt-sbac-math-hs-sample-items.pdf
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Implications for the Classroom
Assessments will evolve to be more rigorous and real world relevant, must match our teaching to this same standard
Assessment data must be used in the moment to inform “next steps” in the learning process
Schools must have a balanced assessment system in place within their classrooms
Not the end of the journey… MAC Modules Much left to do to ensure quality
assessments
A Final Thought… “Remember, formative assessment
works,” says Popham. “When it is used, students learn better. By using this assessment-rooted instructional process, teachers can increase the test-based achievement of their students… ‘Student growth’ will be demonstrated on the tests because, in fact, student growth will have occurred.” “Formative Assessment’s ‘Advocatable
Moment’” by James Popham in Education Week, Jan. 9, 2013 (Vol. 32, #15, p. 29)
Questions and Discussion