Assessment Cadre #3: “Assess How? Designing Assessments to Do What You Want”

1. Assessment Cadre #3:“Assess How? Designing Assessments to Do What You Want”

2. Warm Up!

3. Where Have We Been? • Assessment Literacy Test • Learned the basics of “Assessment for Learning” vs. “Assessment of Learning” • Examined and self assessed the 5 Keys for Quality Assessment • Examined the importance of Clear Targets, as well as the types of learning targets.

4. What’s Next?

5. Learning Targetsfor Part One! • I can identify appropriate assessment methods. • I can identify which type of assessment is the best match for a specific learning target. • I can evaluate assessments for target-method match.

6. Matching Assessments with Learning Targets

7. Learning Target/Method Match • Accuracy in formative assessment requires matching the kinds of learning targets to the appropriate assessment method: • Selected Response • Extended Written Response • Performance/Product • Personal Communication

8. Selected Response Students select answer from choices provided • Multiple Choice • True/False • Matching • Short Answer • Fill-in the Blank

9. Extended Written Response • Written response to a prompt or task • Several sentences in length • Scoring • Rubric • Checklist

10. Performance/Product • Complex performance(Playing a musical instrument, Speaking a foreign language, Repairing an engine, etc.) • Complex products (Term paper, Lab report, Work of art, etc.) • Two Parts: A performance task or exercise and a scoring guide.

11. Personal Communication • Assessment through interacting with students • Informal assessment • Used to provide descriptive feedback • Instructional Planning • Student Self-Reflection and Goal Setting

12. Which Assessment Method Would You Choose? Please jot down your answers and save them for later reference: • Ability to write clearly and coherently • Group discussion proficiency • Reading comprehension • Proficiency using specified mathematical procedures. • Proficiency conducting investigations in science.

13. Target/Method Match Activity • Attached are four scenarios, each relating to a different type of student learning target: content knowledge, reasoning, performance skills and products. An example of each type of target is included below the scenario. • For each type of learning target, answer the four questions. • Based on your discussion, put a large "X" in the boxes that represent the best fit of method to target type. Put an “O" in the boxes that represent a partial fit. • Compare your response to the other groups. Do you agree or disagree?

15. CHECK YOUR MATCHES! • This handout identifies the strong matches between kinds of achievement targets and assessment methods. • Please compare the table to the target-method match choices by your team. • Note and discuss discrepancies.

17. Thinking About Target-Method Match • Take a look back at Slide 11. • See if you’d like to amend any of your original decisions and explain why. • Read suggested answers on pages 105-106 of CASL book. • Discuss your responses and thoughts with your learning teams.

18. Target/Method Match Your Learning Targets Activity • Work in with your group. • Take one of your deconstructed standards. • Decide which method would be the best for assessing the ultimate target. • Determine in which situations the embedded targets would need to be assessed separately. • If they need to be assessed separately, determine the best method.

20. Why Accuracy Is Important Assessment information can be inaccurate in one of two ways: 1. We think students have mastered material when they actually have not. 2. We think students haven’t mastered material when they actually have. What problems for teachers and students would arise from each of these situations?

21. Stages in Assessment Development • Plan: Assess why? Assess what? Assess how? How important? • Develop: Determine the sample. Select, create, or modify test items or tasks and scoring mechanisms. • Critique: Evaluate for quality • Administer: Administer the test or assessment. • Revise: Evaluate test quality based on results and revise as needed.

22. Learning Targets for Part Two! • Learning Targets: • I can develop a test plan based on learning targets. • I can choose/design assessment items to match learning targets.

23. An Assessment Plan • Organize the learning targets into a test plan & identify the point values. • Select and analyze your test, item by item. • Identify and write down what learning each item assesses. • Question your test plan. Is this a representative sample of what you taught and what you expected students to learn? How does it relate to your standards? • Does the number of points for each learning target represent its relative importance? Do they represent the amount of time spent instructionally? • Adjust your test plan • Draw conclusions about your assessment

24. Sample Assessment Plan • Review sample assessment plan. • Work with your group to discuss answers to the questions posed in #3. • Choose an assessment that one group member brought to share. • Walk through the steps regarding this assessment. • Time permitting, create an assessment plan for this test.

25. To Review…. • Purpose • Target • Design

26. Next Steps • Next dates are May 24thor May 26th from 3:45 to 5:45. • Focus on Chapters 3 and 4 in Seven Strategies of Assessment for Learning (Effective Feedback and Self Assessment/Student Goal Setting) • Please bring one sample of feedback you have given to a student and one sample of how you have used goal setting with your class. • Leadership Plan due June 10th