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Curriculum-Embedded Performance Assessments as a Measure of Student Learning and Growth

Curriculum-Embedded Performance Assessments as a Measure of Student Learning and Growth. Ruth Chung Wei Stanford University June 2014. Stanford Center for Assessment, Learning, & Equity. Mathematics Design Collaborative. Mathematics Design Collaborative.

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Curriculum-Embedded Performance Assessments as a Measure of Student Learning and Growth

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  1. Curriculum-Embedded Performance Assessments as a Measure of Student Learning and Growth Ruth Chung Wei Stanford University June 2014 Stanford Center for Assessment, Learning, & Equity

  2. Mathematics Design Collaborative

  3. Mathematics Design Collaborative Formative Assessment Lessons

  4. Research Questions • What is the relationship between performance on curriculum embedded performance tasks to other on-demand measures of student learning (e.g, performance tasks, standardized large-scale assessments)? • What is the feasibility of applying growth models to the performance task scores to assess growth in student performance? Stanford Center for Assessment, Learning, & Equity

  5. Data Sources – LDC Study

  6. Data Sources – MDC Study • MDC Study • 1 large urban school district (about 30 Algebra teachers within one school network) • 8 unit performance tasks • 1 summative performance-based assessment • District administrative data (concurrent and prior achievement, demographics, attendance) Stanford Center for Assessment, Learning, & Equity

  7. Preliminary Results • LDC Performance Tasks • Can they be scored reliably? • Are they comparable? Stanford Center for Assessment, Learning, & Equity

  8. Generalizability Study LDC Scoring Rubrics Estimated Reliability of the ELA Explanatory Task as a Function of Number of Raters Used to Calculate Scores

  9. Disentangling Sources of Error Variance Source Table for the ELA Explanatory Task Stanford Center for Assessment, Learning, & Equity

  10. LDC Task Jurying Rubric

  11. Comparability of LDC Tasks?

  12. Comparability of LDC Tasks?

  13. Relationship between task quality score and student performance – ELA Tasks Stanford Center for Assessment, Learning, & Equity

  14. Differences in Mean LDC Essay Scores by Holistic Task Quality Rating – ELA Tasks Difference in Mean LDC Essay Score between groups is significant at the 0.000 level.

  15. Correlation between LDC Essay Scores and CRESST On-Demand Tests – ELA Tasks

  16. Analyses to be Completed • Correlational studies of other on-demand assessments with curriculum-embedded assessments • Growth modeling on longitudinal student achievement data • Introducing performance assessment data as part of the growth model -- either as a predicted outcome or as a predictor

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