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Building Systems of Assessments that Support Deeper Learning. Virginia Standards of Learning Innovation Committee, July 15, 2014. The Changing Demand for Job Skills (United States).

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Building Systems of Assessments that Support Deeper Learning

Virginia Standards of Learning Innovation Committee, July 15, 2014

the changing demand for job skills united states
The Changing Demand for Job Skills(United States)

Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

current tests focus on lower level skills
Current Tests Focus on Lower-Level Skills
  • RAND study of 17 states’ tests: Only 2% of math items and 21% of ELA items assess higher-order skills.
  • After NCLB, most states phased out performance assessmentsthat could assess higher-order skills.
2012 pisa
2012 PISA


Singapore Japan Korea Finland Canada Ireland Poland Estonia Lichtenstein Australia

US is #21

Mathematics Singapore Korea Japan Lichtenstein Switzerland Netherlands Estonia Finland Canada Poland

US is # 32


Singapore Japan Finland Estonia



Poland Canada Lichtenstein Germany

US is #23

other nations assess the full range of college career ready skills
Other Nations Assess the Full Range of College & Career Ready Skills

High Achievers Use:

-- Open-ended essays and problems to be solved and explained

-- Performance tasks that require students to design and conduct investigations, collect data, analyze and present findings in writing, orally, and with technology

research finds that these assessments
Research finds that these assessments:
  • Can be scored reliably by teachers with moderation and auditing systems
  • Enable teachers to learn about the standards, curriculum, and teaching
  • Support more rigorous instruction and more intensive learning


To Assess Experimental Skills and Investigations, Students…

  • Identify a problem, design and plan an investigation, evaluate their methods and techniques
  • Follow instructions and use techniques, apparatus and materials safely and effectively
  • Make and record observations, measurements, methods, and techniques with precision and accuracy
  • Interpret and evaluate observations and experimental data



gcse ict task england
GCSE ICT Task (England)

Litchfield Promotions promotes bands and puts on performances in England. They need to be sure that each performance will make enough money to cover all the costs and make a profit. Many people need to be paid: the bands; sound engineers; and, lighting technicians. There is also the cost of hiring the venue.

Litchfield Promotions needs to create an ICT solution to ensure that they have all necessary information and that it is kept up to date. Their solution will show income, outgoings and profit.

Candidates need to:

1) Work with others to plan and carry out research to investigate how similar companies have produced a solution.

2) Clearly record and display your findings.

3) Recommend and evaluate a solution addressing the task requirements.

4) Produce a design brief explaining & critiquing your solution.

teaching and learning are supported by a coherent system
Teaching and Learning are supported by a coherent SYSTEM
  • Common standards are grounded in a thoughtful, lean curriculum, which informs teacher planning, but is not a straitjacket.

It is managed as part of an integrated system of curriculum, assessment, instruction, and teacher development.

teachers are deeply involved
Teachers are Deeply Involved

2. Teachers are integrally involved in the development of curriculum at the school level and the development and scoring of moderated assessments.

performance is valued
Performance is Valued

3. Open-ended assessments include evidence of actual student performance on challenging tasks that evaluate applications of knowledge and skills.

the goal is assessment of as and for learning
The goal is Assessment of, as, and for Learning
  • Assessment measures are structured to continuously improve teaching and learning.
policy contexts for performance assessments
Policy Contexts for Performance Assessments
  • Formative tools for diagnosis and instruction
  • Components of summative assessments
  • Scored component of (end of) course exams
  • Assessments for proficiency-based decisions
  • Graduation portfolios, including exhibitions
  • Digital portfolios for college admissions/ placement

Extended Experimental Investigation at the Senior Level (Grade 11-12)

Over four or more weeks, students must develop and conduct an extended experimental investigation to investigate a hypothesis or to answer a practical research question. Experiments may be laboratory or field based The outcome of the investigation is a written scientific report of 1500 to 2000 words.

The student must:

• develop a planned course of action

• clearly articulate the research question and provide a statement of purpose for the investigation

• provide descriptions of the experiment

• show evidence of student design

• provide evidence of primary and secondary data collection and selection

• execute the experiment(s)

• analyze data

• discuss the outcomes of the experiment

• evaluate and justify conclusion(s)

assessment continuum

Student-Designed Projects

(Envision, NY Performance StandardsConsortium, Singapore, IB)


CCSS Assessments(SBAC &


Common Performance Tasks

(Ohio, NH,

New York)


College Ready


Traditional Tests

Assessment Continuum

Narrow Assessment Assessments of Deeper Learning

Standardized performance tasks

(1-2 weeks)

that include structured inquiry and demand more integrated skills, including collaboration

Performance tasks that require students to formulate and carry out their own inquiries, analyze & present findings, and (sometimes) revise in response to feedback

Longer, deeper investigations,(2-3 months) & exhibitions, including graduation portfolios, requiring students to initiate, design, conduct, analyze, revise, and present their work in multiple modalities


Standardized tests with m-c & open-ended items + short (1-2 day) performance tasks of some applied skills

Standardized, multiple-choice tests of routine skills

2 assess critical abilities with high fidelity
2. Assess Critical Abilities with High-Fidelity
  • Research and analysis
  • Experimentation and evaluation
  • Written communication (reading, writing)
  • Oral communication (speaking, listening)
  • Use of technology
  • Collaboration,
  • Modeling, design, and problem solving
3 be internationally benchmarked
3. Be Internationally Benchmarked
  • Rigorous content
  • Productive tasks assessing 21st century skills
  • High performance standards
4 be instructionally sensitive and educationally valuable
4. Be Instructionally Sensitive and Educationally Valuable
  • Underlying concepts should be teachable and learnable in school contexts
  • Not depending on tricky interpretations that mostly reflect test-taking skills
  • Not based on students’ ‘cultural capital’ or outside-of-school experiences
  • Assessments should engage students in instructionally valuable activities
  • Results from the tests should provide instructionally useful information.
5 be valid reliable and fair
5. Be Valid, Reliable and Fair
  • Measure well what they purport to measure
  • Accurately evaluate students' abilities
  • Assessreliably across contexts and scorers
  • Be unbiased
  • Be accessible to a diverse learners
  • Be used appropriately
  • Supportpositive outcomes for students and instruction.
to accomplish this new systems of assessment should
To Accomplish this, New Systems of Assessment Should:
  • Include locally implemented performance tasks as well as “on-demand” tests that are more sophisticated
  • Involve teachers in design, review, and scoring of both kinds of assessments
  • Provide information useful for developing curriculum and teaching
  • Keep track of learning in many ways that support student agency and reflection
  • Be used for improvement, not punishment

How is a “System of Assessment” built?

  • Put the individual student in the center and consider:
  • What are the knowledge, skills, and dispositions critical to completion of K-12 education and postsecondary success?
  • How might students, teachers, and policymakers keep track of different kinds of learning?
  • What student measures do we already – or plan to – collect?
  • How could we develop a profile of student success?

Standardized Tests (with Performance Components)

Performance-Based Assessments / Portfolios

Used to validate local assessment results

Used to enrich test results and inform teaching

Interactive Elements of an Assessment System

steps in creating a system of assessments
Steps in Creating a System of Assessments
  • Define college and career readiness
  • Evaluate the gap between the system as it now exists and the desired system
  • Identify the information needed for different users:

-- Policymakers (state / local)

-- Students and parents

-- Teachers

-- Higher education and employers

  • Identify purposes for state and local assessments
creating a system of assessments 2
Creating a System of Assessments (2)
  • Consider a continuum of assessments that address different purposes
  • Develop assessments that can provide a profile of student abilities and accomplishments
  • Connect these assessments to curriculum, instruction, and professional development in a productive teaching and learning system
  • Create an accountability system that encourages the kinds of learning and practice that are needed to reach the goals of college and career readiness.
the ccsso innovation lab network performance assessment project
The CCSSO Innovation Lab NetworkPerformance Assessment Project:
  • Works with states and districts to develop an Assessment Bank of exemplary performance tasks that evaluate CCSS standards and 21st century skills.
  • Helps states and districts develop and pilot tasks and assessment strategies to measure the identified standards, support professional development for teachers, and build state and local capacity.
  • Supports states as they develop / refine a policy framework for integrating this wider array of strategies into an overall system of assessments.