foundations of assessment design

in-demand eventsinnovative publishing inspired professional development www.solution-tree.com

Foundations of Assessment Design

RATE YOUR experience in designing Assessments...

TEACH OTHERS

DONE SOME STUDIED IT NOT MUCH

When I design buildings, I think of the

overall composition, much as the

parts of a body would fit together. On

top of that, I think about how people

will approach the building and

experience that space.

—Tadao Ando


Our Work Together...


Our Work Together... A Consistent and Balanced System:

Checking our Vertical Alignment Collective Understanding of the Work

of Adults and the Student Work Collaboration: Developing

Consistency and Cohesion within the same grade and courses

Design that Emphasizes the Rigor and the Relevance of the Standards

Desi

gn in 5

Phase 1. Choose standards & plan engagement.

Phase 2. Sketch out learning goals

Phase 3. Create an Assessment Plan

Phase 4. Create or Revise the Assessment

Phase 5. Determine student investment and reporting method

HO p. 2

Design in 5: Essential Phases to Create Engaging Assessment

Practice, N. Vagle, 2014, Solution Tree Press


Phase 1. Choose Standards and Plan

Engagement. Choose the standards to be

assessed. Determine the big idea, relevant

connection or essential question.

Informed by curriculum maps, pacing guides/calendars and other supplemental documents


College and Career Anchor Standards for Reading and Writing

(selected) R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and then integrate the plagiarism. information while avoiding


HO p. 5


An Engaging Question

How has the American Dream Changed Over Time?

Adapted from Design in 5: Essential Phases to Create Engaging

Assessment Practice, N. Vagle, 2014, Solution Tree Press


1. We have read I Hear American Singing by Walt Whitman and Winter Dreams by F. Scott Fitzgerald. 2. We have also read A survey on The American Dream found online at http://www.xavier.edu/americandream/programs/survey.cfm. 3. We also read Dreaming America by Joyce Carol Oates. View the following NBC news clip describing and questioning the state of the American Dream: http://www.nbcnews.com/business/state-american-dream-uncertain-6C10508356.


Phase 1 TemplateHO p. 6

Adapted from

Design in 5:

Essential Phases to

Create Engaging

Assessment

Practice, N. Vagle,

2014, Solution Tree

Press


Phase 2. Sketch out the Learning Goals

Analyze (Unpack) the standards.1. Circle Verbs2. Underline key concepts, vocabulary and context

How do your grade level standards change from the previous grade and then

to the next grade?3. Write out learning goals.4. Put learning goals in cognitive order. HO p. 8

in-demand eventsinnovative publishing inspired professional development www.solution-tree.comHO p. 5

RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.


W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Grade 9-10


Grade 9-10

HO p. 5

RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.


W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


Grade 9-10

HO p. 5


HO p. 5

How do your grade level standards change from the previous grade and then to

the next grade?


Write TWO Learning Goals from your analysis.SAMPLES – Learning goals must include a verb and then some explanationI can determine a central idea of a text.I can analyze the development over the course of a text. I can identify and explain the specific details that support the central idea of a text.


HO p. 8

Learning Goals Ladder


Using the Learning Goals in the envelope, put them in cognitive order from simple to complex.


9th – 10th Grade Reading Standards I can use my argument to provide information

for an authentic situation or to contribute a solution to a local or global problem.

I can use valid reasoning and relevant and sufficient evidence to support a claim.

I can develop a claim and counterclaims fairly. I can analyze multiple accounts of a subject

told in different mediums. This means I can describe the similarities and differences in the details provided between or among accounts.

I can provide an objective summary of the text. I can analyze the development over the course

of a text. I can identify and explain the specific details

that support the central idea of a text. I can determine a central idea of a text.


9th -10th Grade Writing Standards I can write for an authentic audience

using information from multiple texts. I can use a formal style of writing. I can use an objective tone in my writing.

I can integrate information in the text to maintain the flow of ideas.

I can create clarity and cohesion in my writing by using words to link section and sentences.

I provide a concluding statement that follows from my argument.

I gathered relevant information from multiple authoritative print and digital sources.

I can cite my information using a standard format.


Pause & Ponder

Why are phases 1 and 2 so essential to the assessment design process?

Planning engagement: Why plan engagement?

What would be the benefit of doing this process? When could it be embedded in your work?

HO p. 7


Phase 3. The Assessment Plan

HO p. 11


Matching Target to Method

I can develop a claim and counterclaims fairly.

•Multiple choice?•Short answer?•Essay?•Create a game •Present a speech


HO p. 12


Reviewing and Revising a Current Assessment

HO p. 13-14


Sample Assessments for Consideration

HO p. 13-14

2nd Grade Language Arts p. 16-21 3rd Grade Language Arts p. 22-24 5th Grade Language Arts p. 25-28 Middle School Language Arts: 7th

Grade Gift of the Magi p. 29-33 Middle School Math p. 34-36 High School: Is Conspiracy Ever

Justified? P. 37-38 Middle School: Hurricane Sandy p. 39 High School: Stadium Mess p. 40


Other Sessions to Consider to Deepen this Work…

Phases 1-3 Analyzing Reading Standards and Assessment Plan Analyzing Math & Assessment Plans

Phase 3 Choosing the Right Assessment Method

Phase 4 Analyzing the Rigor of PARCC Items Rigorous Selected Response Rigorous Constructed Response Creating High Quality Rubrics

Phase 5 Grading Collaboratively Scoring Student Work


Guiding Your Learning with an Exit Ticket…


Nicole [email protected]

Thank you.

foundations of assessment design

Documents