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Introduction to Evidence-Centered Design

Introduction to Evidence-Centered Design . Modern approach to designing items and tasks. Introduction to Evidence-Centered Design Modern Approach to Designing Items and Tasks . Traditional Item Development. Evidence-Centered Design. versus. Task Models. Claims. Assessment Targets.

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Introduction to Evidence-Centered Design

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  1. Introduction toEvidence-Centered Design Modern approach to designing items and tasks

  2. Introduction to Evidence-Centered DesignModern Approach to Designing Items and Tasks Traditional Item Development Evidence-Centered Design versus • Task Models • Claims • Assessment Targets • Evidence • Keys to Evidence- Centered Design

  3. Traditional Approach to Item Development 1.2.1 Apply reference skills to determine word meanings. 1.2.2 Apply vocabulary strategies in grade level text. 1.3.1 Understand and apply new vocabulary. 1.3.2 Understand and apply content/academic vocabulary. 1.4.1 Know common sight words appropriate to grade-level. 1.4.2 Apply fluency to enhance comprehension. 1.4.3 Apply different reading rates to match text. 2.1.1 Understand how to use questioning when reading. 2.1.2 Understand how to create mental imagery. 2.1.3 Understand and determine important or main ideas and important details in text. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading:use prior knowledge/schema. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading:predict and infer. 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. 2.1.7 Apply comprehension monitoring strategies during and after reading:summarize informational/expository text and literary/narrative text.

  4. Traditional Approach to Item Development 1.2.1 Apply reference skills to determine word meanings. 1.3.1 Understand and apply new vocabulary. 1.4.1 Know common sight words appropriate to grade-level. 1.4.2 Apply fluency to enhance comprehension. 1.4.3 Apply different reading rates to match text. 2.1.1 Understand how to use questioning when reading. 2.1.2 Understand how to create mental imagery. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading:use prior knowledge/schema. 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. 1.2.2 Apply vocabulary strategies in grade level text. 1.3.2 Understand and apply content/academic vocabulary. 2.1.3 Understand and determine important or main ideas and important details in text. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer. 2.1.7 Apply comprehension monitoring strategies during and after reading:summarize informational/expository text and literary/narrative text. 1.2.2 1.3.2 2.1.3 2.1.5

  5. Traditional Approach to Item Development 1.2.2 1.3.2 2.1.3 2.1.5 2.1.7

  6. Traditional Approach to Item Development Content Standard 2.2.3: Perform addition accurately for single and two digit numbers. Item: Beth says that 2 + 4 = 6. Explain why Beth is correct.

  7. Evidence-Centered Design Evidence AssessmentTarget Item/Task Claim Content Standard

  8. Applying Evidence-Centered Design to Item and Task Development Beth says that 2 + 4 = 6. Explain why Beth is correct. Weak Evidence Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

  9. Applying Evidence-Centered Design to Item and Task Development 2 + 4 = ____ Stronger Evidence Content Standard 2.2.3:Perform addition accurately for single and two digit numbers.

  10. Applying Evidence-Centered Design toItem and Task Development Beth says that 2 + 4 = 6. Explain why Beth is correct. 2 + 4 = ____ Content Standard 2.2.4: Perform mathematical operations and justify solutions. Content Standard 2.2.3: Perform addition accurately for single and two digit numbers.

  11. 6 Key Concepts of Evidence-Centered Design 1. Define the domain 2. Define claims to be made

  12. Example of a Claim English Language Arts Literacy Claim #1 Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

  13. 6 Key Concepts of Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets

  14. Example of an Assessment Target Grade 11 – Assessment Target Analyze the figurative (e.g., euphemism, oxymoron, hyperbole, paradox) or connotative meanings of words and phrases used in context and the impact of these word choices on meaning and tone.

  15. 6 Key Concepts of Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets 4. Define evidence required

  16. Example of an Evidence Description Evidence for Assessment Target 1 When reading informational or argumentative texts, students analyze the figurative or implied meanings of words or phrases as they are used in a text and analyze how the choice of these particular words affects meaning and tone.

  17. 6 Key Concepts of Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets 4. Define evidence required 5. Develop Task Models

  18. Example of a Task Model Task Model 1 A constructed response for which the student is prompted to identify an example of figurative language, explain the meaning, and describe how it affects meaning and tone. Stimulus text should be on grade level.

  19. 6 Key Concepts of Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets 4. Define evidence required 5. Develop Task Models 6. Develop Items or Performance Tasks

  20. Building a Logical Argument • Common Core State Standards • Claim • Assessment Target • Evidence • Student Response

  21. 6 Key Components of Evidence-Centered Design 1. Define the domain 2. Define claims to be made 3. Define assessment targets 4. Define evidence required 5. Develop Task Models 6. Develop Items or Performance Tasks

  22. Examining an Item Through the Lens of Evidence-Centered Design Claim: Students can explain and apply mathematical concepts and carry out mathematical procedures with fluency. Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle. Assessment Target: Develop understanding of fractions as numbers. Evidence: Student can create visual representations of fractions that range from one-half to four-fifths. Task Model: Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths.

  23. Using Evidence-Centered Designto Guide Item Design What evidence is required given the assessment target I am measuring? What are the key features that must be included in the item? Will this item allow for the production of the evidenceI am seeking? Is there anything about this item that may make it more difficult to collect evidence from some students?

  24. Review of Key Concepts Standard Claim Evidence Task Model Item

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