Assessment Literacy Module

Unit 7: Analyze and Act:

Appropriate and Effective Use

of Assessment Data

Assessment Literacy Module

California Department of EducationTom Torlakson, State Superintendent of Public Instruction

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Welcome to Unit 7

The purpose of this unit is to help educators analyze and interpret assessment data, to modify and differentiate instruction, and to help them provide effective feedback and involvement opportunities to students.

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Learning Objectives for Unit 7

By the end of this unit, participants will be able to:

Describe the characteristics of a quality rubric

Explain approaches for analyzing data in makinginstructional decisions

State the characteristics of effective feedback

Discuss the benefits of involving students in usingassessment results

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Assessment Data

Assessment data is used in a number of ways throughout all levels of the educational system, from long-range policy making to guiding instructional decisions.

This unit will focus on:

Diagnosing student learning needs

Monitoring student progress

Identifying the need for additional support

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Assessment Data

Here is where we are in the teaching-assessment cycle and the assessment-literacy attributes to be highlighted.

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Using Rubrics to Evaluate Student Work

A rubric is a scoring tool that gives assessment-literate educators and students accurate information about current performance as well as feedback on how to improve.

View this video for an explanation of rubric basics:

“Creating and Judging Rubrics”http://www.k-state.edu/ksde/alp/module7/

Rubrics are more sophisticated than checklists; they also articulate gradations of quality for each criterion.

http://www.k-state.edu/ksde/alp/module7/





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Using Rubrics to Evaluate Student Work

Scoring selected-response assessments is straightforward; answers are either correct or incorrect. Scoring constructed-response assessments, such as essays and performance tasks, requires a scoring rubric.

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Developing RubricsConstructed Response (CR) assessments prompt students to generate a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target. CR assessments can be both short and extended responses. Short items may require test-takers to enter a single word, phrase, sentence, number, or set of numbers, whereas extended items require more elaborated answers and explanations of reasoning. These kinds of CR items allow students to demonstrate their use of complex thinking skills.

Performance Tasks (PTs) measure a student's ability to integrate knowledge and skills across multiple standards ‒ a key component of college and career readiness. PTs are used to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items. These item types challenge students to apply their knowledge and skills to respond to complex real-world problems.

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Developing Rubrics

Using rubrics in combination with exemplars or pieces of work that typify the score descriptors helps scorers interpret the rubrics the same way, increasing consistency between raters.

Now view another video to hear highlights of the steps for developing quality rubrics.

"How Are Rubrics Developed" http://www.k-state.edu/ksde/alp/module7/




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Exploring the Parts of a Rubric

The video introduced the basic parts of a quality rubric:

Criteria: “What counts” in a product or performance (e.g., purpose, organization, details, voice, and mechanics for a writing rubric). The criteria cover important features that are relevant to the learning target.

Scoring Levels: Can be two or more levels of quality ranging from excellent to poor. The number of levels is appropriate to the complexity of the task; more complex tasks have more levels. The levels are just enough to allow a clear distinction between the different gradations of quality and adequately track student progress.

Descriptors: Define the levels. They are clearly written so that students and teachers can agree not only on what makes work excellent or poor, but also on any level in between.

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“Chocolate Chunk Cookies” rubric example:

Row headings name the criteria to judge cookie quality:

• Chocolate Chunk Balance

• Texture

• Color/Appearance

• Taste

Column headings identify the levels of quality with numerical values:

• Poor (1)

• Fair (2)

• Good (3)

Descriptors are in the body of the table. For example, a cookie with good texture is “chewy, soft, very few crumbs.”

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Here's how the completed rubric looks:

Poor(1 point)

Fair(2 points)

Good(3 points)

Chocolate Chunk Balance

Chunks in 50% of bites

Chunks in 75% of bites

Chunks in every bite

Texture Very crumbly, requires napkin, crumbs all over my clothes

Few crumbs fall onto my lap

Chewy, soft very few crumbs

Color/Appearance Burnt, black, very unappetizing and unappealing

Golden brown, but uneven coloring

Even golden brown coloring

Taste Stale (I’d feed it to my neighbor’s dog)

Acceptable (I’ll eat it if I’m bored)

Delicious (I want more)

How would you rate a cookie that has a chocolate chunk in every bite and is burned on the bottom?

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Smarter Balanced ELA Performance Task Review

1. What genre of writing is this?

2. What grade span?

3. How many scoring levels for this item?

4. In your opinion, are there enough levels to allow a clear distinction between the different gradations of quality?

5. What are the criteria?

Grade 4 Smarter Balanced ELA Performance Task:

“Animal Defenses” http://www.smarterbalanced.org/wordpress/

wp-content/uploads/2012/09/performance-tasks/animal-performance.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/animal-performance.pdf






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6. In your opinion, do the criteria cover important features that are relevant to this genre of writing? Explain your answer.

7. What is the descriptor under the criterion “Statement of Purpose/Focus and Organization” for a score of 4?

8. Compare a descriptor for a 4 with the corresponding 1. Are they written clearly so that you could rate student work? Explain.

9. How do the descriptors in this rubric compare to the “Chocolate Chunk Cookie” rubric?

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Select the performance task closest to your grade span and familiarize yourself with the task. Consider each question presented on the previous slides as you review the rubric on the pages indicated. This information is useful to educators of all disciplines in evaluating student writing, not only for ELA:

Grade 11 ELA Performance Task (see pp.13‒15):

“Nuclear Power: Friend or Foe?” http://www.smarterbalanced.org/wordpress/wp-content/uploads/

2012/09/performance-tasks/nuclear.pdf

Grade 6 ELA Performance Task (see pp.16‒18):

“Garden of Learning” http://www.smarterbalanced.org/wordpress/wp-content/uploads/

2012/09/performance-tasks/garden.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/nuclear.pdf



http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/garden.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/09/performance-tasks/garden.pdf

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Evaluating Rubric Quality:

An Internet search for rubrics will yield an abundant number of hits, but how does an educator sort the wheat from the chaff?

Review a quality rubric that can be used to evaluate any rubric:

http://www.k-state.edu/ksde/alp/activities/Activity7-5.pdf

Source: Kansas Department of Education




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Involving Students in Using Rubrics

Here is where we are in the teaching-assessment cycle and the assessment literacy attributes that will be covered.

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Benefits of Involving Students

Recall the many benefits of involving students in the formative assessment process.

Once students are familiar with how educators use rubrics, they can begin using rubrics to score their own work.

Educators who create a climate where students are a community of learners can also have students score each other’s work.

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Benefits of Involving Students

Positive research outcomes of students being involved in assessing their own learning:

All students show gains and lowest achieving students show the largest gains overall (Black and Wiliam 1998).

Mistakes become feedback that students can use to adjust their learning activities and strategies (Black & Wiliam 1998; Butler & Nisan 1986; Butler 1987; Shepard & Smith 1987).

They make active choices about their learning which has been demonstrated to increase achievement (Gearhardt & Wolfe 1995; Harlan & Deakin-Crick 2003; Jensen 1998).

They have to think about their own learning and talk about their understanding which adds to their learning (Schon 1883, 1990; Walters, Seidel & Gardner 1994; Wolf 1989; Young 2000; Zessoules & Gardner 1991).

Their self-assessments help teachers design instruction to better meet the needs of learners (Anthony, Johnson, Mickelson and Preece 1991; Davies, Cameron, Politano, and Gregory, 1992; Elbo 1986; Preece 1995; Wiggins 1993).

Source: Making Classroom Assessment Work Davies, Herbst, & Reynolds 2008

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Students Assessing the Quality of Their Own Work

Watch students in a grade 7 math class assess the quality of their work using a rubric:

“Quality Evidence Rubrics” http://successatthecore.com/teacher-development/featured-video.aspx?v=40

1. What is the main objective of the Quality Evidence Rubric?

2. According to the teacher, how have Quality Evidence Rubrics affected his students’ work?

As you watch, think about the following questions:

http://successatthecore.com/teacher-development/featured-video.aspx?v=40



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Students Assessing the Quality of Other’s Work

Students are excellent learning resources for each other and peer assessment complements self-assessment. Consider how the logistics of peer assessment in this video compare to how peer assessment works in your situation.

View students present their work and listen to what they say as they rate each other using rubrics. What happens to their knowledge of assessment language and understanding of the assignment over time?

“That Would Never Work Here, Either” http://www.learner.org/vod/vod_window.html?pid=1039

http://www.learner.org/vod/vod_window.html?pid=1039



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Analyzing and Interpreting Data: Mining Item-Level Data

Here is where we are in the teaching-assessment cycle with the assessment literacy attributes that are to be covered.

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Analyzing and Interpreting Data: Mining Item-Level Data

Item-level data is a gold mine for diagnosing student learning needs. Five approaches to mining item-level data are:

1. Looking at the percentage of items correct for a group of students (Selected-Response)

2. Analyzing patterns in incorrect answer choices for a group of students (Multiple Choice)

3. Analyzing patterns in incorrect answer choices for individual students (Multiple Choice)

4. Looking at the percentage of students scoring at each level and individual student scores (Constructed-Response)

5. Digging into individual test items (Selected- or Constructed-Response)

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Item Analysis

This table shows how to organize and display data for the first two approaches. Columns 1 and 2 show that data is organized by Domain and Content Standard. The data shown is from the items that test CA CCSS Mathematics Standard 3 of the Measurement and Data domain.

Table 1: Item Analysis:Multiple-Choice Percentage Correct & Percentage Choosing Each Option

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Item AnalysisApproach 1: Looking at the percentage of items answered correctly for selected-response items.

The data in Table 1 Columns 1–7 answer these questions:

Which standards had the highest percentage of correct answers? The lowest percentage?

Which items had the lowest percentage of correct answers?

How did my class compare with the whole grade? How did my period compare with the whole department? With the whole district (for common assessments)?

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Item Analysis

Which item had the lowest percentage of correct answers? How does this compare with the rest of the grade? The district?

85% of students answered #6 correctly (the highest percentage of correct answers of the three items). This was about the same as the entire grade level and the district.

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Item Analysis: Group DataApproach 2: Analyzing patterns in choices of incorrect responses — group data.

Columns 8–11 go deeper into the data, showing the percentage of students who selected each option of the multiple-choice item.

Which wrong answer was selected most often?

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Item Analysis: Group DataApproach 2: Analyzing patterns in choices of incorrect responses — group data.

The correct answer for 1.a was C, so look at the data for distractors A, B, and D. The distractor that was selected most often was D. What does this mean?

When distractors (wrong answers) are written for the typical misunderstanding and errors that students make, diagnosing learning needs is easier.

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Item Analysis: Group DataApproach 2: Analyzing patterns in choices of incorrect responses — group data (“error analysis”)

1.a. A rectangle is 6 feet long and has a perimeter of 20 feet. What is the width of this rectangle?

A. 3.33 feet (confusing perimeter with area)

B. 8 feet (didn’t divide width by 2)

C. 4 feet (correct answer)

D. 14 feet (didn’t multiply length by 2 or divide width by 2)

What student learning needs do you diagnose in students who selected D for item #1?

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Item Analysis: Analyzing Patterns in Individual Data

Approach 3: Analyzing patterns in choices of incorrect responses–Individual student data

When a learning need is diagnosed from looking at group data, the next step is to examine individual student data.

Table 2: Item Analysis: Student Responses (Item #1, Answer C)

Table 2 displays the multiple choice responses made by individual students for item 1. Column C is the correct answer.

Which students have the learning need?

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Item Analysis: Analyzing Constructed-Response Items

Approach 4: Analyzing constructed-response items to determine the percentage scoring at each possible rubric score.

Item 1b. “Explain your answer. (4 points)”

Table 3: Item Analysis: Percentage Scoring Each of the Possible Points onConstructed-Response Items

E = Extended response (4 possible points); Proficient score = 3 or 4

Table 3 shows how the data for constructed-response items can be displayed:

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Table 3 answers the questions:

What percentage of students got each of the possible rubric scores?

What percentage of students got a proficient score?

What percentage of students left the item blank?

How did my class compare with the whole grade? How did my period compare with the whole department (for common assessments)?

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For item 1b, 12% of the students got a score of 3 and 8% got a score of 4, for a total of 20% of the students scoring proficient.

Based on the criterion of proficiency for Extended-Response items, what percentage of students would benefit from re-teaching?

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The next step is to dig into the data for individual students scoring 0–2. Look at the scores each student got for each of the rubric criteria. Which of the rubric criteria had the lowest scores?

Compare the Constructed-Response data for 1b to the multiple-choice data. 50% of the students answered the multiple-choice item correctly, while 20% were able to explain their thinking.

Discuss: What’s the learning need? What might this imply about instruction?

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Item Analysis: Item Deconstruction

After identifying student learning needs, it is time to dig deeper into individual test items to unwrap the knowledge, skills, and concepts that are being assessed.

When analysis reveals frequently missed items in the same content standard or cluster, the next step is to deconstruct those items into the knowledge, skills, and big ideas required to correctly answer them.

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Content standards must be broken into smaller building blocks to provide a road map for instruction and assessment. If items were developed by unwrapping standards, task analysis, and creating clear learning targets, the work is done and items only need to be revisited.

Item # Knowledge SkillsBig ideas/ concepts

Table 4: Item Deconstruction Table

Table 4 shows how to organize deconstructed information from ready-made tests or assessments developed from item banks.

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After deconstructing frequently missed items for the same standard, educators should then look for patterns. The probing questions below may also suggest next steps for adjusting instruction.

1. What made the items challenging or difficult for your students?

2. Reflect on your practice: Have students been exposed this kind of item before? Have you provided opportunities to learn the knowledge, skills, and concepts for all students?

3. What kinds of learning experiences can you plan next to support student progress? What do you need to teach differently?

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Hazards of Mining Item-Level Data

Mining item-level data is a rich source of information, but it can also be hazardous. The following rescue strategies can be used when faced with mining hazards (Love et al. 2008):

Hazard Rescue Strategies

GIGO (Garbage In, Garbage Out). Poorly written items will result in inaccurate analyses and conclusions.

Deconstruct items to reveal confusing, unfair, or otherwise poor quality items that can be improved or thrown out.

Educators may lack sufficient content knowledge to deconstruct items.

Consult with content area experts for assistance.

“Analysis Paralysis” can set in when educators are faced with an avalanche of data.

Begin with looking for patterns of student needs in group data to prioritize the analysis. Then, dig deeper by looking at individual student data to determine which students need what instruction, support, or intervention.

Keep the focus on answering the ultimate question–What are the specific skills, knowledge, and concepts that are most important and most in need of improvement?

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Item Analysis Review

The steps for detailed item analysis are consolidated below to assist you in completing a review and analysis of your own test items:

1. Fill in Table 1 using item level data from a multiple-choice assessment of your own where the distractors are diagnostic. Identify the items that were problematic or diagnostic for most students. What are the misunderstandings that need correction?

2. Using the data from the problematic or diagnostic items identified in Table 1, fill in Table 2 with the item-level data for individual students. Which students showed the misunderstandings?

3. Fill Table 3 with your constructed-response assessment data. What student learning needs are indicated? Now look at individual student scores. Which students have learning needs?

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Item Analysis Review

4. Using Table 4, deconstruct frequently missed items that measure the same content standards and the same strands. What patterns do you see in the knowledge, skills, or big ideas? Do these items show the qualities discussed in Unit 6. Are they fair? Do they have any of Popham’s Roadblocks?

5. Reflect on instruction. Have students had opportunities to learn?

6. If you have selected and constructed response items measuring the same content standards, compare the data from both methods of assessment. If there are discrepancies, reflect on instruction and assessment. Have students had opportunities to be assessed in multiple ways?

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Acting on the Data: Now What, So What?

“Quality comes not from inspection but from improvement of the process."―W. Edwards Deming, Out Of The Crisis (1982)

Here is where we are in the teaching-assessment cycle and the assessment literacy attributes that will be covered:

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Developing Instructional Adjustments and Interventions

Once you have analyzed information from an assessment, it is time to act and adjust instruction appropriately.

In this section, we will consider two examples of instructional adjustments and interventions. The adjustments are based on ongoing analyses of data and are intended to help support teaching and learning.

These examples can be mapped onto the Sources of Assessment Data figure on the next slide, according to how quickly an educator acts on assessment information and how often.

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Developing Instructional Adjustments and Interventions

Example 1. In-the-moment instructional adjustments – Guided Groups

Example 2. End-of-week or end-of-unit instructional adjustments – Alternate Ranking

Sources of Assessment Data

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Example 1: Guided Groups

Observe how students in an 8th grade ELA class assess their conceptual understanding, and how their teacher uses the results to differentiate instructional support:

“Guided Groups” http://

successatthecore.com/teacher-development/featured-video.aspx?v=38

1. How does the teacher adjust instruction?

2. How do students respond to these adjustments?

3. What implications does this practice have for your teaching?





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Example 2: Alternate Ranking

Assessment-literate educators use weekly assessment data formatively to temporarily group low-performing students for re-teaching and high-performing students for enhanced learning.

End-of-unit and annual assessment data can be used for establishing groups needing targeted intervention.

Alternate Ranking is a simple and versatile way of analyzing constructed- or selected-response data for either formative or summative uses. It is a somewhat formal method of analysis to identify and group students for differentiated instruction.

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Follow the procedure in the Alternate Ranking handout using the data set provided.

Alternate Ranking for Flexible Grouping

Handout

Assessment-literate educators use Alternate Ranking to rank students in an alternating fashion from highest to lowest performance to form temporary groups for targeted instruction.

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Discuss: • If the data set is weekly data, what actions would you

decide to take?

• What if it is end-of-unit data?

• What if it is final exam data?

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Effective Feedback

Here is where we are in the teaching-assessment cycle and the assessment literacy attributes that are to be covered.

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The Effectiveness of Feedback

There is abundant research clearly indicating that feedback is one of the most powerful positive influences on students’ academic achievement (Hattie 2009).

“Feedback is effective when it consists of information about progress, and/or about how to proceed."

―Hattie & Timperley 2007

Consider: What makes feedback effective?

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In his book Transformative Assessment in Action, Popham (2008,130) describes some of the characteristics that make feedback effective:

It needs to be given to students as quickly as possible in a useful format.

Errors and mistakes should be treated as helpful indicators of what needs to be worked on.

It should be descriptive and focus on areas of both strength and weakness.

It should include suggestions about ways students might address their weaknesses.

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Chappuis points out that the quality of feedback determines its effectiveness. She distills the research into six characteristics of effective feedback:

1. Focuses attention on the learning, not the student.

2. Occurs during learning, while there is still time to act on it.

3. Addresses partial understanding.

4. Does not do the thinking for the student; does not give total solutions or next steps.

5. Limits corrective information to the amount of advice on which the student can act.

6. Students need time to implement or act on the teachers’ feedback.

Adapted from Seven Strategies of Assessment for Learning, 56-60.

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Ineffective vs. Effective Feedback

Educators must recognize opportunities for giving feedback and practice giving quality feedback.

Modeling effective feedback for students makes them better learning resources for their fellow students.

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Ineffective vs. Effective FeedbackMatch each choice in the “Ineffective” column with

its more “Effective” counterpart.

Ineffective Effective

1. “Try these again.” A. "The information you found is important to your topic and answers questions the reader is likely to have."

2. “Incomplete.” B. "You had some trouble with identifying the differences between isosceles and scalene triangles. Reread page 102 and try these again."

3. “Good job.” C. "The drawing you made didn't seem to help you solve the problem. What other kind of drawing might work?"

4. “Keep studying” D. “You got all of the questions on parallel and perpendicular lines right. But you need to explain the steps you followed to get your answers.”

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Student Reflection & Goal Setting

Here is where we are in the teaching-assessment cycle and the assessment literacy attributes that are to be covered.

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Assessment-literate educators involve students in the assessment process as an essential part of balanced assessment.

When students become partners in the learning process, they become owners of their learning and gain a better sense of themselves as readers, writers, and thinkers.

When students reflect on what they have learned and on how they learn, they can adjust their learning tactics and develop their own learning goals to become more effective learners.

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Assessment-literate educators set the stage for student reflection and goal setting by:

Providing regular, uninterrupted time for students to think about their progress; nurturing a culture of inquiry in the classroom, where mistakes are viewed as vehicles for learning, self-assessment, and problem solving.

Modeling the behavior and attitude of continuous improvement

Rewarding students for being self-correcting and monitoring their learning

Creating a positive classroom climate around reviewing assessment results–errors are helpful opportunities for learning rather than failures.

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Students’ Use of Data

Listen to a middle school language arts teacher explain how she uses data analysis booklets to help students understand their own achievement:

“Go Back and Reflect” http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/

Student-Use-of-Data/see/index.cfm?T_ID=30&P_ID=80&c1=1570#cluster-1

http://dww.ed.gov/Data-Driven-Instructional-Decision-Making/Student-Use-of-Data/see/index.cfm?T_ID=30&P_ID=80&c1=1570






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Steps for Goal Setting

Step 1. Score the assessment and return it to students with a form that scaffolds the review of their results.

The form has a column for students to write the learning target for each item and whether they got the answer right or wrong. For each wrong answer, they decide whether the error was a simple mistake or they don’t get it. The form can be a simple table with these column headings:

Problem # Learning Target Right WrongSimple Mistake

Don’t Understand

1

Steps educators can take to lead students to use formative assessment results to set goals:

Source: Seven Strategies of Assessment for Learning (Chappius 2009)

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Step 2. Students review their results and complete the form.

This gives them evidence needed to determine their strengths and weaknesses.

Step 3. Students then transfer the learning targets to a goal setting form.

They sort the targets into three categories–strengths, priorities for studying, and need for review.

Step 4. Students make a plan to improve on a goal setting form.

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Visit the Web links below to view sample goal setting forms.

“Using Data to Change Instruction: Student Goal Setting and Self-Assessment” (Tools for Great Teachers Web site)

http://www.toolsforgreatteachers.com/student-goal-setting-and-self-assessment

“Goal Setting Form” (Teaching Moments Website) http://www.teachingmoments.com/images/AOS_Goal_Setting_Form.jpg

“Student’s Goal Setting Sheet” (PicstoPin Website) http://www.picstopin.com/1650/students-goal-setting-sheet-this-may-be-used/http

:%7C%7Cimg*docstoccdn*com%7Cthumb%7Corig%7C46038385*png/




http://www.teachingmoments.com/images/AOS_Goal_Setting_Form.jpg



http://www.picstopin.com/1650/students-goal-setting-sheet-this-may-be-used/http:%7C%7Cimg*docstoccdn*com%7Cthumb%7Corig%7C46038385*png/





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Goal Setting from Constructed- Response Assessments

The steps for goal setting can easily be adapted for constructed- response assessments when a high-quality rubric is used to score student work AND students understand it.

Step 1. The rubric is returned with the scored work.

Step 2. Students review their work and the rubric. In one color, students highlight the rubric criteria and descriptors where they reached proficiency. In a second color, they highlight the criteria and descriptors not at proficiency. This gives them the evidence for determining their strengths and weaknesses.

Step 3. Students then transfer the criteria that were their weaknesses directly to the goal-setting frame as goals. Students use the rubric descriptors to complete the stem, “One thing I am going to start doing is…”

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Helping Students Adjust Their Learning Tactics

Schools should prepare students to be autonomous, self-correcting learners who continually monitor the effectiveness of their tactics. To actively involve students in this process, assessment-literate educators:

Provide feedback explicitly on the need for adjusting a learning tactic

Expose students to a variety of learning tactics through “study buddy” programs and graphic organizers

Include learning tactics as part of student goal setting and action planning (Popham 2008)

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Assessment-literate educators scaffold reflection and goal setting by asking probing questions such as:

What did you learn today?

What did you do well?

What are you confused about?

What do you need help with?

What do you want to know more about?

What are you going to work on next?

What are you going to do differently?

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Assessment-literate educators help students: • recognize the connections between their work and the

standards

• identify strengths and weaknesses

• brainstorm ideas for improvements

• acknowledge their progress over time

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Summary of Unit 7

Quality rubrics are powerful tool s for scoring and scaffolding the learning of more complex learning targets.

Several approaches to mining data were presented starting with group data—looking at percentage correct or percentage at rubric scoring levels—then going deeper into looking at individual data – patterns of incorrect answer choices or responses below proficiency.

Effective feedback is one of the most powerful influences on student achievement.

When students are involved in assessment – by scoring their own work or the work of others, analyzing their own data and setting goals -- they deepen their understanding of learning targets and become more effective learners.

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Summary of Unit 7

Review as needed to answer the questions below:

1. Name and describe the three basic parts of a quality rubric.

2. Suppose you placed a student in a group to reteach a unit, based on your analysis of multiple-choice assessment item-level data. If a parent asked you why you did this to their child, explain your approach to item-level data analysis in simple terms.

3. State four characteristics of effective feedback.

4. How would you persuade a colleague to involve his or her students in using the results of assessment? What activity or strategy would you recommend as a starting point?

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Post-Assessment

Let's wrap up with a post-assessment to find out how much learned about Assessment Literacy.

Complete the “Post-Assessment.”

Work independently, without discussion or assistance from others.

Post-Assessment

Handout

Assessment Literacy Module

Documents

Transcript of Assessment Literacy Module