The Role of Assessment in The Role of Assessment in Student Learning and High Student Learning and High

Stakes TestingStakes Testing

Middle and Secondary Assessment Middle and Secondary Assessment InitiativeInitiative

Essential QuestionsEssential Questions What is the purpose of assessment?What is the purpose of assessment?

What are the differences between What are the differences between formative and summative assessments formative and summative assessments and how can they be used to positively and how can they be used to positively impact student achievement?impact student achievement?

What is our process for having teachers What is our process for having teachers create, implement, and analyze common create, implement, and analyze common assessments?assessments?

ObjectivesObjectives

Review the components of the assessment Review the components of the assessment continuum which maximize student continuum which maximize student learninglearning

Summarize the differences between Summarize the differences between formative and summativeformative and summative

Articulate the purpose for having teachers Articulate the purpose for having teachers create one or more common assessmentscreate one or more common assessments

Outline a process for developing common Outline a process for developing common assessmentsassessments

Instructional Goal:Increase Student Achievement

- WOW Framework- WOW Framework- Lab Classrooms- Lab Classrooms-A Framework for Middle & A Framework for Middle & High School LiteracyHigh School Literacy-School Improvement Plans-School Improvement Plans

Curriculum MappingCurriculum Mapping•Unpacking the standardsUnpacking the standards•Placing the standards in an Placing the standards in an instructional sequence and provide instructional sequence and provide pacingpacing

District MapsDistrict Maps

UbD Unit DevelopmentUbD Unit Development

Establishing a new Grading PolicyEstablishing a new Grading Policy

Developing K-3 Standards-based Report Developing K-3 Standards-based Report CardCard

Developed Performance Assessments Developed Performance Assessments through UBDthrough UBD

FormativeFormativeClassroomClassroomPerformancPerformancee

SummativeSummativeInstitutionaInstitutionallProgramProgram

Identify desired results.

Determine acceptable evidence.

Plan learning experiences and

instruction.

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA:

Association for Supervision and Curriculum Development.

Backward Design Planning Backward Design Planning Model:Model:

Standards

Standards

Standards

Stage 1 Desired ResultsStage 1 Desired Results

Enduring Enduring UnderstandingsUnderstandings

Essential Essential QuestionsQuestions

Stage 2 Assessment EvidenceStage 2 Assessment Evidence

Transfer Tasks Transfer Tasks (Performance (Performance Assessments)Assessments)

Other EvidenceOther Evidence

Stage 3 Learning PlanStage 3 Learning Plan

Learning ActivitiesLearning Activities

The Big PictureThe Big Picture

Assessment ContinuumAssessment ContinuumIn

form

al C

heck

s

for u

nder

stan

ding

Obs

erva

tion/

Dia

logu

e

Qui

z/Te

stAc

adem

ic p

rom

ptPe

rfor

man

c

e tas

k/pr

ojec

t

Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Institutional Level Assessment Institutional Level Assessment for Productive Decision Makingfor Productive Decision Making

TypeType – Summative and/or Evaluative – Summative and/or EvaluativeExamplesExamples – SAT, PASS, HSAP, State EOCs – SAT, PASS, HSAP, State EOCsDecision to be madeDecision to be made - Are enough students - Are enough students

meeting the required standards?meeting the required standards?Decision MakersDecision Makers – Superintendent, School – Superintendent, School

Boards, and LegislatorsBoards, and LegislatorsInformationInformation – Annual summaries of – Annual summaries of

standards mastered on accountability standards mastered on accountability teststests

Program Level Assessment for Program Level Assessment for Informative Decision MakingInformative Decision Making

TypeType – Summative/Formative – Summative/FormativeExamplesExamples – MAPS, District Mid-terms, District – MAPS, District Mid-terms, District

Final Exams, Common Benchmarks, Final Exams, Common Benchmarks, Common Unit TestsCommon Unit Tests

Decision to be madeDecision to be made – Which standards are – Which standards are students mastering or not mastering?students mastering or not mastering?

Decision MakersDecision Makers – Teacher teams, teacher – Teacher teams, teacher leaders, and curriculum personnelleaders, and curriculum personnel

InformationInformation – Periodic evidence aggregated – Periodic evidence aggregated across classrooms revealing standards not across classrooms revealing standards not mastered and instructional adjustments mastered and instructional adjustments neededneeded

Classroom Level Assessment Classroom Level Assessment for Informative Decision for Informative Decision

MakingMakingTypeType – Formative/Summative – Formative/Summative

ExamplesExamples – Teacher-made short-term assessments – Teacher-made short-term assessments

Decision to be madeDecision to be made – What comes next in – What comes next in learning?learning?

Decision MakersDecision Makers – Teachers, students, and – Teachers, students, and sometimes parentssometimes parents

InformationInformation – Continuous evidence of each – Continuous evidence of each student’s growth and status toward meeting the student’s growth and status toward meeting the standardsstandards

Summative Summative AssessmentsAssessments Assessment Assessment ofof Learning Learning

Summative AssessmentsSummative Assessments are are designed to occur at the end designed to occur at the end of a learning episode – for of a learning episode – for example, at the end of a example, at the end of a course or unit.course or unit.

Formative Formative AssessmentsAssessments Assessment Assessment forfor Learning Learning

Formative Assessment is a Formative Assessment is a planned process in which planned process in which teachers or students use teachers or students use assessment-based evidence assessment-based evidence to adjust what they’re to adjust what they’re currently doing.currently doing. Popham 2008Popham 2008

Tenants of Formative Tenants of Formative AssessmentsAssessments

Planned processPlanned process Students can be involved in determining how Students can be involved in determining how

they show what they knowthey show what they know Assessment elicits specific evidence of Assessment elicits specific evidence of

learninglearning Teacher makes instructional adjustments Teacher makes instructional adjustments

based on student resultbased on student result StudentsStudents make adjustments in how they learn make adjustments in how they learn These steps occur during the learning (real These steps occur during the learning (real

time)time)

Is formative assessment Is formative assessment always classroom always classroom

assessment?assessment?Although it might be technically Although it might be technically possible to encounter versions of possible to encounter versions of formative assessment that have formative assessment that have been externally imposed rather been externally imposed rather than emerging from the classroom, than emerging from the classroom, this would be really rare. this would be really rare. Formative assessment that really Formative assessment that really pays off for students will be pays off for students will be classroom formative assessment. classroom formative assessment. Popham 2008Popham 2008

Formative Assessment Formative Assessment ==

Descriptive FeedbackDescriptive Feedback it needs to inform the learner about how it needs to inform the learner about how to do better the next time. to do better the next time.

it must be descriptive rather than it must be descriptive rather than judgmental.judgmental.

it must provide sufficient detail to inform it must provide sufficient detail to inform without overwhelming.without overwhelming.

it must arrive in time to help the learner.it must arrive in time to help the learner.

Stiggins 2007Stiggins 2007

Can summative assessments Can summative assessments also be formative also be formative

assessments?assessments?

No, but summative No, but summative assessments can assessments can

be used in be used in formative ways.formative ways.

DiscussionDiscussion

How Might We Use How Might We Use Summative Summative Assessments in Assessments in “Formative Ways” to “Formative Ways” to inform Instruction?inform Instruction?

Where do Common Where do Common Assessments Fit in with Assessments Fit in with

Summative and Formative Summative and Formative AssessmentsAssessments

The key word is “Common”The key word is “Common”

They are not standardized tests, but They are not standardized tests, but rather teacher-created, teacher-rather teacher-created, teacher-owned assessments that are owned assessments that are collaboratively scored and that collaboratively scored and that provide immediate feedback to provide immediate feedback to students and teachersstudents and teachers

Douglas Reeves, The Leadership and Learning Center

On Common On Common AssessmentsAssessments

““In PLC’s, faculties team up to create In PLC’s, faculties team up to create assessment and to gather and assessment and to gather and interpret evidence of student interpret evidence of student learning in order to make program learning in order to make program improvement decision that will improvement decision that will enhance learning and make school enhance learning and make school more effective.”more effective.”

DuFour, 2005DuFour, 2005

On Common On Common AssessmentsAssessments

““Schools with the greatest Schools with the greatest improvements in student improvements in student achievement consistently achievement consistently used common used common assessments.”assessments.”

Reeves 2004Reeves 2004

On Common On Common AssessmentsAssessments

““There is no substitute for There is no substitute for classroom-by-classroom, classroom-by-classroom, school-by-school analysis by school-by-school analysis by the people who are called the people who are called upon to develop the upon to develop the improvement strategies: improvement strategies: teachers and principals”.teachers and principals”.

Reeves 2004Reeves 2004

On Common On Common AssessmentsAssessments

This approach has a number of advantages: This approach has a number of advantages: it ensures that all teacher use the same it ensures that all teacher use the same

scoring protocols. scoring protocols. when two teachers score the same when two teachers score the same

student’s assessment, reliability increases. student’s assessment, reliability increases. joint scoring of student assessments is one joint scoring of student assessments is one

of the most powerful forms of professional of the most powerful forms of professional development available to teachers.development available to teachers.

Marzano 2006Marzano 2006

So… Where are the gaps in So… Where are the gaps in Rock Hill Schools’ Assessment Rock Hill Schools’ Assessment

Program?Program? Do we have sufficient assessments to make Do we have sufficient assessments to make

institutional decisionsinstitutional decisions??

Do we have sufficient assessments to make Do we have sufficient assessments to make program level decisionsprogram level decisions (in all content (in all content areas)?areas)?

Do we have sufficient assessments to make Do we have sufficient assessments to make classroom level decisionsclassroom level decisions??

7th grade math program?11th grade U.S. History program?

Are we meeting NCLB?

Do our students compete nationally on SAT?

Did students learn standards in a particular instructional cycle?

HIGH SCHOOL FOCUS

MIDDLE SCHOOL FOCUS

The Emphasis This YearThe Emphasis This Year

Common Summative AssessmentsCommon Summative Assessments Why?Why?

Common curriculum maps support common Common curriculum maps support common unitunit or common or common benchmarkbenchmark assessments assessments

Daily lesson plans are not necessarily Daily lesson plans are not necessarily “common” so common classroom formative “common” so common classroom formative assessments would not be appropriateassessments would not be appropriate

Middle Schools – Common Unit Tests in those Middle Schools – Common Unit Tests in those subjects where paper/pencil tests are subjects where paper/pencil tests are appropriateappropriate

High Schools – Common Mid-terms and Finals High Schools – Common Mid-terms and Finals in those subjects where paper/pencil tests are in those subjects where paper/pencil tests are appropriateappropriate

What are the Deliverables?What are the Deliverables?

Middle SchoolMiddle School One common unit test per nine weeks One common unit test per nine weeks

for grade level coursesfor grade level courses High SchoolHigh School

Common final by end of first semester in Common final by end of first semester in selected coursesselected courses

Common mid-term by end of second Common mid-term by end of second semester in selected coursessemester in selected courses

Specific courses will be determined by building level administration

Common Performance Common Performance AssessmentsAssessments

Some content areas lend themselves to Some content areas lend themselves to Performance Assessments rather than paper/pencil Performance Assessments rather than paper/pencil teststests Fine artsFine arts PEPE ROTCROTC Business Business Foreign Language (interpretive = paper/pencil + Foreign Language (interpretive = paper/pencil +

interpersonal & presentational = performance)interpersonal & presentational = performance)

Goal in these areasGoal in these areas: Refine your performance : Refine your performance assessments and the RUBRICS that measure assessments and the RUBRICS that measure student performancestudent performance

What’s the DeliverablesWhat’s the Deliverables

Thorough and appropriate Thorough and appropriate Performance Assessment (mid-term Performance Assessment (mid-term and final)and final)

Clearly defined rubrics to score Clearly defined rubrics to score student performancestudent performance

Purpose Purpose Why are we Working toward Common Why are we Working toward Common

Assessments?Assessments?

To examine evidence aggregated across To examine evidence aggregated across classrooms regarding standards mastered or classrooms regarding standards mastered or not mastered not mastered

To make decisions about instructional To make decisions about instructional adjustments needed based on student resultsadjustments needed based on student results

To ensure equity of instruction and To ensure equity of instruction and assessment across classroomsassessment across classrooms

To provide additional opportunities for To provide additional opportunities for teachers to collaborate about the design and teachers to collaborate about the design and measurement of quality work for students measurement of quality work for students

Designing Good Common Designing Good Common AssessmentsAssessments

Training: Developing Training: Developing Assessment ItemsAssessment Items

Criteria for Writing Quality Criteria for Writing Quality AssessmentsAssessments

A. Assessment should reflect the A. Assessment should reflect the essentialessential learning in the standard and indicators learning in the standard and indicators (use (use standards/indicators and support document. standards/indicators and support document. Reach consensus on Reach consensus on whatwhat the indicator the indicator outlines students should know)outlines students should know)

B. Students have had an opportunity to learn B. Students have had an opportunity to learn the content the content (stay “on standard” and avoid (stay “on standard” and avoid questions that test recall or background questions that test recall or background knowledge from other grade levels or knowledge from other grade levels or courses)courses)

Adapted from Heflebower, T. (2008). Learning to design quality classroom-based assessments. Solution Tree.

Validity – measures what it is supposed to

Five Criteria for Writing Five Criteria for Writing Quality AssessmentsQuality Assessments

C. Assessment is free from bias and poor item C. Assessment is free from bias and poor item construction construction (avoid stereotyping, situations that may (avoid stereotyping, situations that may be unfamiliar to a certain group of students, poorly be unfamiliar to a certain group of students, poorly written questions, and inappropriate reading level)written questions, and inappropriate reading level)

D. Levels of questions are appropriate D. Levels of questions are appropriate ((review the review the Bloom’s verb to ensure that the cognitive level of Bloom’s verb to ensure that the cognitive level of the standard/indicator is reflected in the test itemsthe standard/indicator is reflected in the test items

E. Assessment uses strategies to enhance reliabilityE. Assessment uses strategies to enhance reliability Managing the number of items per indicator Managing the number of items per indicator (subscale data = 5-10 (subscale data = 5-10

ques.)ques.) Managing item formatManaging item format Managing item typeManaging item type Managing item difficulty and discrimination (E-M-H)Managing item difficulty and discrimination (E-M-H)

Adapted from Ainsworth, L. (2008) and Heflebower, T. (2008). Solution Tree.

SC World Language SC World Language StandardsStandards

Communication

Comparisons

Connections

Culture

Communities

Skills and ModesSkills and Modes

ReadingReading

ListeningListening SpeakinSpeakingg

WritingWriting

InterpersoInterpersonalnal

InterpretiInterpretiveve

PresentatioPresentationalnal

My report isabout...

End GoalEnd Goal Common Common Final ExamFinal Exam for each for each

level that appropriately level that appropriately represents the intent of five represents the intent of five areasareas CommunicationCommunication Culture Culture ConnectionsConnections ComparisonComparison CommunitiesCommunities

and includes the three and includes the three modesmodes

InterpretiveInterpretive InterpersonalInterpersonal PresentationalPresentational

A. Assessment should reflect A. Assessment should reflect essentialessential learning in the standards learning in the standards

or indicatorsor indicators

Context of CurriculumContext of Curriculum dictates the “what” students learn (lexical & dictates the “what” students learn (lexical &

structural content)structural content) StandardsStandards – –

dictate what students have to be able to “do”dictate what students have to be able to “do” IndicatorsIndicators – –

Provide specific targets within that standardProvide specific targets within that standard

Building a Common Building a Common Assessment PerceptionAssessment Perception

Activity #1Activity #1 Look at the copy of Look at the copy of

the standard and the standard and indicators you have indicators you have been assignedbeen assigned

Answer the two key Answer the two key questionsquestions

Be prepared to Be prepared to share thoughtsshare thoughts

5 -7 Minutes

Key Questions

1. What do the students have to know and be able to do to show mastery of the standard?

2. How is the standard BEST assessed?

CommunicationCommunicationWhat do students have to know and do to show What do students have to know and do to show

mastery?mastery?How is the standard best assessed?How is the standard best assessed?

1.1 Students will engage in conversation, provide 1.1 Students will engage in conversation, provide and obtain information, express feelings and and obtain information, express feelings and emotions and exchange opinionsemotions and exchange opinions (on a variety topic)(on a variety topic)

1.2 Students will understand and interpret1.2 Students will understand and interpret written and spoken language on a variety ofwritten and spoken language on a variety of topicstopics

1.3 Students present information, concepts, and 1.3 Students present information, concepts, and ideas,ideas,

to an audience of listeners or readers on a varietyto an audience of listeners or readers on a variety of topics.of topics.

A More Complete View of A More Complete View of CultureCulture

Practices—what people do

Products—whatpeople make or use

Perspectives—why people do itand what is valued

TheCulturalTriangle

CultureCulture What do students have to know and do to show What do students have to know and do to show

mastery?mastery?How is the standard best assessed?How is the standard best assessed?

2.1 Students demonstrate an 2.1 Students demonstrate an understanding of the relationship understanding of the relationship between the practices and between the practices and perspectives of the cultures studied.perspectives of the cultures studied.

2.2 Students demonstrate an 2.2 Students demonstrate an understanding of the relationship understanding of the relationship between the products and between the products and perspectives of the culture.perspectives of the culture.

ConnectionsConnections What do students have to know and do to show What do students have to know and do to show

mastery?mastery?

How is the standard best assessed?How is the standard best assessed? 3.1 Students reinforce and further 3.1 Students reinforce and further

their knowledge of other disciplines their knowledge of other disciplines through the foreign languagethrough the foreign language

3.2 Student acquire information and 3.2 Student acquire information and recognize the distinctive viewpoints recognize the distinctive viewpoints that are available through the that are available through the language and its cultureslanguage and its cultures

Comparisons Comparisons What do students have to know and do to show What do students have to know and do to show

mastery?mastery?

How is the standard best assessed?How is the standard best assessed? 4.1 Students demonstrate 4.1 Students demonstrate

understanding of the nature of understanding of the nature of language through comparisons language through comparisons between the TL and their own.between the TL and their own.

4.2 Students demonstrate 4.2 Students demonstrate understanding of the concept of understanding of the concept of culture through comparisons culture through comparisons between the TL culture and their ownbetween the TL culture and their own

Communities Communities What do students have to know and do to show What do students have to know and do to show

mastery?mastery?

How is the standard best assessed?How is the standard best assessed? 5.1 Students use the TL both within 5.1 Students use the TL both within

and beyond the school setting.and beyond the school setting.

FROMFROM TOTO Sharing examples of TL Interacting in TLSharing examples of TL Interacting in TL Share examples of TC Connect to TCShare examples of TC Connect to TC Locate sources of TC Perform Locate sources of TC Perform

communitycommunity

in the community service in TLin the community service in TL

Answer Check: Do We Answer Check: Do We Agree?Agree?

1.1 - Communication1.1 - Communication 1.2 - Communication1.2 - Communication 1.3 - Communication1.3 - Communication 2.1 - Culture2.1 - Culture 2.2 - Culture2.2 - Culture 3.1 - Connections3.1 - Connections 3.2 - Connections3.2 - Connections 4.1 - Comparisons4.1 - Comparisons 4.2 - Comparisons4.2 - Comparisons 5.1 - Communities5.1 - Communities

Interpersonal Interpersonal formatformat

Presentational Presentational formatformat

Interpretive formatInterpretive format

B. Students have had an B. Students have had an opportunity to learnopportunity to learn what is what is

testedtested In an attempt to increase rigor, meet item In an attempt to increase rigor, meet item

quotas, or assess facts that you find quotas, or assess facts that you find interesting or important, teachers interesting or important, teachers inadvertently ask questions that force inadvertently ask questions that force students to call upon background students to call upon background knowledge not required in the indicator or knowledge not required in the indicator or make connections beyond what the make connections beyond what the indicator requiresindicator requires

Social Studies Non-Exemplar:Social Studies Non-Exemplar:Questions that go beyond the Questions that go beyond the

indicatorindicator Explain causes and key events of WW1, Explain causes and key events of WW1, includingincluding the the

rise of nationalism, ethnic and ideological conflicts in rise of nationalism, ethnic and ideological conflicts in different regions, political and economic rivalries, the different regions, political and economic rivalries, the human costs of the mechanization of war, the Russian human costs of the mechanization of war, the Russian Revolution, and the entry of the U.S. into the War.Revolution, and the entry of the U.S. into the War.

ExampleExample What role did the U.S. play in the Russian What role did the U.S. play in the Russian

revolution?revolution? What role did Rasputin play in Russia’s involvement What role did Rasputin play in Russia’s involvement

in World War 1?in World War 1?

C.C. Assessments should be free Assessments should be free from bias and poor item from bias and poor item

constructionconstruction See Assessment Checklist handoutSee Assessment Checklist handout Avoid use of negativesAvoid use of negatives

Never use a choice of “none Never use a choice of “none of these”of these”

More than rote memory More than rote memory questionsquestions

Match cognitive level of verbMatch cognitive level of verb Real world applicationReal world application Stem is clearStem is clear No clues in answersNo clues in answers One choice does not One choice does not

eliminate anothereliminate another Answers in logical, Answers in logical,

alphabetical or numerical alphabetical or numerical orderorder

Put repetitious info. in stemPut repetitious info. in stem Choices parallel in Choices parallel in

specificity, rigor, endings, specificity, rigor, endings, tense & structuretense & structure

Good, plausible distractorsGood, plausible distractors Factually correct & logicalFactually correct & logical Art diagrams clear, useful, & Art diagrams clear, useful, &

appropriately labeledappropriately labeled No copyrights on content/artNo copyrights on content/art Art does not give away Art does not give away

answeranswer MC = only one clear, correct MC = only one clear, correct

answeranswer No biasNo bias Reading level is appropriateReading level is appropriate Free of spelling and Free of spelling and

grammatical errorsgrammatical errors Choices app. same length Choices app. same length

and complexityand complexity Avoid oppositesAvoid opposites Write in third personWrite in third person

Ex. Social Studies sample test: page 4 – item 6-1.1 and page 1-item 1

D. D. Cognitive level of questions on the Cognitive level of questions on the test are appropriate to Bloom’s verb in test are appropriate to Bloom’s verb in

the indicatorthe indicator Two key problemsTwo key problems

Too many questions at lower levels of Bloom’s verb Too many questions at lower levels of Bloom’s verb (factual, detail, knowledge-level questions) (factual, detail, knowledge-level questions) Example: Example: page 4 social studies sample test, 6-1.4 and 6-3.1page 4 social studies sample test, 6-1.4 and 6-3.1

In an attempt to increase rigor, questions may be above In an attempt to increase rigor, questions may be above Bloom’s level required in the indicator Bloom’s level required in the indicator Example: Example: Compare/Contrast causes of WW1 or Evaluate which Compare/Contrast causes of WW1 or Evaluate which event was the most crucial in causing the warevent was the most crucial in causing the war

What is reasonable? What is reasonable? Two-thirds or more of the items on a unit test should be Two-thirds or more of the items on a unit test should be

“on the Bloom’s verb” cognitive level “on the Bloom’s verb” cognitive level All items on mid-terms and final exams should be on the All items on mid-terms and final exams should be on the

cognitive level indicated in the standardcognitive level indicated in the standard

E. Assessments use strategies E. Assessments use strategies to increase reliabilityto increase reliability

Manage the number of items to fit your Manage the number of items to fit your purposepurpose Common unit tests measure one Standard and Common unit tests measure one Standard and

usually 5- 8 indicatorsusually 5- 8 indicators Possible to get reliable data on student mastery Possible to get reliable data on student mastery

of a particular indicator from a common unit test of a particular indicator from a common unit test (sub-scale data)(sub-scale data)

5-10 questions per indicator5-10 questions per indicator Two-thirds of questions completely on bloom’s Two-thirds of questions completely on bloom’s

level one-third may be higher or lowerlevel one-third may be higher or lower

E. Managing Item Formats: Forced E. Managing Item Formats: Forced ChoiceChoice

See Forced Response HandoutSee Forced Response Handout Traditional Multiple ChoiceTraditional Multiple Choice = = Stem + AlternativesStem + Alternatives

MatchingMatching = = Multiple Stems + Multiple OptionsMultiple Stems + Multiple Options

Alternative ChoiceAlternative Choice = = Stem + 2 Similar ChoicesStem + 2 Similar Choices

True/FalseTrue/False = = Statements that must be judgedStatements that must be judged

Fill-in-the-BlankFill-in-the-Blank= = Stem + only 1 reasonable Stem + only 1 reasonable responseresponse

Multiple ResponseMultiple Response = = 2 or more correct responses2 or more correct responses

Marzano, R. (2006). Classroom assessment that works. ASCD, Alexandria, Va.

E.E. Managing Item Formats: Managing Item Formats: Constructed Response Constructed Response See Forced Response HandoutSee Forced Response Handout

Short Written ResponseShort Written Response Construct an answer instead of recognizing oneConstruct an answer instead of recognizing one Can be a written response, a diagram, drawing, Can be a written response, a diagram, drawing,

graphic organizer depending upon contentgraphic organizer depending upon content

EssayEssay Independent Independent Dependent upon a reading or anchor Dependent upon a reading or anchor

text/problemtext/problem

Oral Response/ReportOral Response/Report Most used in foreign language coursesMost used in foreign language courses

Rubric must be created to ensure consistency of scoring across teachers!

E. Managing Item Types E. Managing Item Types

Type 1Type 1 = Measures basic details and = Measures basic details and processes, non-generative questions, processes, non-generative questions, does not require the production of does not require the production of new informationnew information Vocabulary termsVocabulary terms Facts specified by indicatorFacts specified by indicator Time sequencesTime sequences

Certain Bloom’s verbs and indicator specifications lend themselves to Type 1 questions

E. Managing Item TypeE. Managing Item Type

Type 2Type 2 = Measures more complex ideas = Measures more complex ideas and processes, broader in scope, less and processes, broader in scope, less obvious, more component parts, beyond obvious, more component parts, beyond simple recall, student must generate simple recall, student must generate examples or predictions, some inferencesexamples or predictions, some inferences CR itemCR item Application/Analysis level MC itemApplication/Analysis level MC item Problem-solving item type practiced in classProblem-solving item type practiced in class

Certain Bloom’s verbs and indicator specifications lend themselves to Type 2 questions

E. Managing Item TypeE. Managing Item Type

Type 3Type 3 = Measure inferences and = Measure inferences and applications that go beyond what was applications that go beyond what was practiced in class, requires generative practiced in class, requires generative informationinformation

Cognitive processes assessed through Type Cognitive processes assessed through Type 3 questions3 questions Comparing/contrastingComparing/contrasting Classifying based on self-determined criteriaClassifying based on self-determined criteria Creating a metaphor or analogyCreating a metaphor or analogy Analyzing errorsAnalyzing errors

All of these would be generated with student examples not with examples practiced with teacher

Certain Bloom’s verbs and indicator specifications lend themselves to Type 3 questions

Social Studies Sample TestSocial Studies Sample Test

Examine the Type 1, Type 2, and Examine the Type 1, Type 2, and Type 3 questions to see the Type 3 questions to see the difference difference

Talk at your tables about why they Talk at your tables about why they are labeled Type 1, 2, or 3 are labeled Type 1, 2, or 3

E. Managing Item DifficultyE. Managing Item DifficultyEasy – Medium - HardEasy – Medium - Hard

Type 1, Type 2, and Type 3 items can vary in difficulty levelType 1, Type 2, and Type 3 items can vary in difficulty level EasyEasy

Straight forward presentation of the questionStraight forward presentation of the question Nothing to distinguish between or discriminate amongNothing to distinguish between or discriminate among Some support to answer the question (matching, T/F, MC)Some support to answer the question (matching, T/F, MC)

Medium Medium Recall with less support Recall with less support Something to distinguish between or discriminate a right v. a wrong Something to distinguish between or discriminate a right v. a wrong

responseresponse Requires the ability to give examples and interpret or explain why Requires the ability to give examples and interpret or explain why

HardHard Recall with no supportRecall with no support Few, if any clues, about answer in the stemFew, if any clues, about answer in the stem Requires command of details and the big pictureRequires command of details and the big picture Requires the ability to interpret the details and make predictions Requires the ability to interpret the details and make predictions

and/or inferences about new situationsand/or inferences about new situations

GRADE 3South Carolina Studies

Standard 3-1: The student will demonstrate an understanding of places and regions and the role of

human systems in South Carolina.

IndicatorsCategorize the six geographic regions of South Carolina—the Blue Ridge Mountain Region, the

Piedmont, the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—according to their different physical and human characteristics.

(G)

Example of Difficulty LevelsExample of Difficulty Levels

Type 1 (Easy)Type 1 (Easy) Match the names of the regions of S.C. with the Match the names of the regions of S.C. with the

place on the map that best shows where it is place on the map that best shows where it is locatedlocated

Type 1 (Medium)Type 1 (Medium) Which of the following is NOT one of the regions of Which of the following is NOT one of the regions of

SC and is not accurately placed on the map?SC and is not accurately placed on the map? Type 1 (Hard)Type 1 (Hard)

Draw a map of S.C. and label the regions in the Draw a map of S.C. and label the regions in the appropriate geographical locationsappropriate geographical locations

Social Studies Sample TestSocial Studies Sample Test

Look at the “Easy – Medium – Hard” Look at the “Easy – Medium – Hard” items and discuss why they are items and discuss why they are labeled as suchlabeled as such

Questions about any of the items?Questions about any of the items?

Practice What You Have Practice What You Have LearnedLearned

4. Determine the Type 4. Determine the Type of questions (Type 1, 2, of questions (Type 1, 2, or 3)or 3)

5. Determine the 5. Determine the difficulty level (E-M-H)difficulty level (E-M-H)

1. Look at the 1. Look at the content test sample content test sample you have been you have been assignedassigned

2. Determine if the 2. Determine if the items match the items match the standard/indicatorstandard/indicator

3. Determine if the 3. Determine if the items break any of items break any of the test construction the test construction rulesrules

Developing Common Developing Common AssessmentsAssessments

STEPSSTEPS 1. Select standards/indicators that you want/have to assess1. Select standards/indicators that you want/have to assess

Use standards document and/or support documentUse standards document and/or support document Use unit planUse unit plan Benchmark Tests (mid-terms/finals) – select priority standards & indicatorsBenchmark Tests (mid-terms/finals) – select priority standards & indicators

2. Reach consensus on what evidence students need to demonstrate 2. Reach consensus on what evidence students need to demonstrate to show they have gained mastery of content/skill in the indicatorto show they have gained mastery of content/skill in the indicator

Use support document to determine the degree of knowledge expectedUse support document to determine the degree of knowledge expected Look at the cognitive level of the Bloom’s verbLook at the cognitive level of the Bloom’s verb

3. Examine a prior tests used by colleagues, commercially-created 3. Examine a prior tests used by colleagues, commercially-created question/prompt/or tasks or develop a new question/prompt that will question/prompt/or tasks or develop a new question/prompt that will elicit evidenceelicit evidence

Determine the type of item (Type 1, 2, or 3)Determine the type of item (Type 1, 2, or 3) Determine the format of the item Determine the format of the item (forced choice, constructed response, (forced choice, constructed response,

essay)essay) Determine the difficulty level of the item (E-M-H)Determine the difficulty level of the item (E-M-H) Determine the number of items per indicator Determine the number of items per indicator (5-10 = max reliability and (5-10 = max reliability and

indicator level sub-scores) REMEMBER – 2/3 questions on “Bloom’s level”indicator level sub-scores) REMEMBER – 2/3 questions on “Bloom’s level”

Developing Common Developing Common AssessmentsAssessmentsSTEPS cont’dSTEPS cont’d

4. Agree upon the correct or “most complete” 4. Agree upon the correct or “most complete” answer to the question/prompt/or task answer to the question/prompt/or task Set up scoring rubric for constructed response items usedSet up scoring rubric for constructed response items used

5. Agree upon the way the assessment will be 5. Agree upon the way the assessment will be administeredadministered Ensure all students have equal access to time and Ensure all students have equal access to time and

resourcesresources

6. Administer test6. Administer test

7. Analyze results through item analysis in grade 7. Analyze results through item analysis in grade level or content area PLCslevel or content area PLCs Determine/confirm level of difficulty of questionsDetermine/confirm level of difficulty of questions Determine FORMATIVE uses of dataDetermine FORMATIVE uses of data

Planning: Implementing Planning: Implementing Common Assessments Common Assessments

2009-10 2009-10

Corrective Action InitiativeCorrective Action Initiative

Elementary Middle High

Middle School Needs Middle School Needs AssessmentAssessment

Common Unit Tests:Common Unit Tests: Small-scale, internal assessmentsSmall-scale, internal assessments Criterion-referenced assessmentsCriterion-referenced assessments Directly aligned with targeted standards and Directly aligned with targeted standards and

related instructionrelated instruction Formative or SummativeFormative or Summative Results provide timely feedback to teachers Results provide timely feedback to teachers

regarding instruction and students regarding regarding instruction and students regarding their progresstheir progress

Contains “forced response” & “constructed Contains “forced response” & “constructed response” itemsresponse” items

Potential for sub-scale or indicator level data Potential for sub-scale or indicator level data analysisanalysis

Assessment Assessment forfor learning learning

High School Needs High School Needs AssessmentAssessment

Criterion-Referenced Benchmark AssessmentCriterion-Referenced Benchmark Assessment Program tests aligned to standardsProgram tests aligned to standards Given at particular intervals (mid-point, end-point)Given at particular intervals (mid-point, end-point) Used to determine individual and group student Used to determine individual and group student

mastery of particular standardsmastery of particular standards Scores used to rank students within identified Scores used to rank students within identified

levels of performancelevels of performance Contains both “forced response” and “constructed Contains both “forced response” and “constructed

response” itemsresponse” items Summative: Assessment of LearningSummative: Assessment of Learning

Readiness CheckReadiness CheckHow involved are your teachers How involved are your teachers

in developing collaborative assessments?in developing collaborative assessments?

Common AssessmentsCommon Assessments

Collaborative planning of Collaborative planning of the assessmentthe assessment 5 – 4 – 3 – 2 – 15 – 4 – 3 – 2 – 1

Strategic and timely Strategic and timely implementation of the implementation of the assessmentassessment 5 – 4 – 3 – 2 – 1 5 – 4 – 3 – 2 – 1

Collaborative analysis of Collaborative analysis of assessment resultsassessment results 5 – 4 – 3 – 2 – 1 5 – 4 – 3 – 2 – 1

Critical QuestionCritical Question

Do you plan assessments Do you plan assessments together?together?

Do you implement Do you implement assessments together?assessments together?

Do you use assessment Do you use assessment results to inform item results to inform item reliability and future reliability and future instruction?instruction?

If Common Summative If Common Summative Assessments are the Goal…Assessments are the Goal…

What will classroom What will classroom teachers need to develop teachers need to develop good common/formative good common/formative assessments that increase assessments that increase student learning?student learning?

What do principals need to What do principals need to better guide the better guide the development of good development of good assessments?assessments?