When designing assessments, always keep two concepts in...

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Assessment Design with the Common

Core

Cassandra Erkens [email protected]

HO 67 - 91

When designing assessments, always keep two concepts in mind:

Most accurate Most efficient

3

Matching Targets to Method The student will design and conduct a scientific investigation.

1. Design and complete a scientific experiment using scientific methods by determining a testable question, making a hypothesis, designing a scientific investigation with appropriate controls, analyzing data, making conclusions based on evidence, and comparing conclusions to the original hypothesis and prior knowledge.

2. Classify data as being qualitative and quantitative.

3. Apply mathematics and models to analyze data and support conclusions.

4. Identify possible sources of error and their effects on results.

5. Give examples of how different domains of science use different bodies of scientific knowledge and employ different methods to investigate questions.

IDENTIFY EXAGGERATION VS.

PRODUCE EXAGGERATION.

IDENTIFY the SCIENTIFIC

PROCESS VS. DESIGN and

CONDUCT the PROCESS.

COMPUTE VS. EXPLAIN or

APPLY. HO 58 - 59


Health/PE •  How many calories does

this product have? •  On the quick guide to Daily

Value, what percentage is considered low?

•  On the quick guide to Daily Value, what percentage is considered high?

•  Does this product have a high, medium, or low amount of calcium?

Accuracy AND Rigor

Designing Quality Assessments

•  Align tightly with targets. •  Focus on assessing skills worth learning. •  Strive to simulate real challenges facing

people in a field of study or real life. •  Allow for ‘ill-structured

challenges’ (more than one right answer).

HO 69


•  Emphasize questions requiring thought and knowledge.

•  Demystify tasks, criteria, and standards to encourage thorough preparation.

•  Rely on multiple forms of communicating learning and displaying mastery.

HO 69



• Allow for activities to match student learning styles and interests.

• Require evaluations to be based on explicit criteria and standards.

HO 69


•  Involve students in the assessment process by directing them to the features that constitute a quality performance and enable students to judge levels of quality themselves.

HO 69


What Are the Learning Targets?

A learning target is any achievement expectation for students on the path toward mastery of a standard. They are used to •  Guide instruction •  Guide assessment design and use •  Guide practice and formative data to indicate

student readiness •  Guide students’ instructional decision making •  Promote student self regulation

HO 70


Self regulation •  Engaging in self-observation (monitoring

one’s activities), self-judgment (evaluation of one’s performance), and self-reactions (reactions to performance outcomes)

•  Identifying their academic strengths and weaknesses

HO 70


Self regulation •  Attributing their successes or failures to

factors within their control (e.g., effort expended on a task, effective use of strategies)

•  Establishing a repertoire of strategies to tackle the day-to-day challenges appropriately

HO 70



Self regulation •  Maintaining a growth mindset •  Accepting and even seeking challenging

tasks, and then rehearsing and refining knowledge and skills to develop a deep understanding of subject matter

HO 70

Standards and Targets Standard

Assessment

Curriculum

Instruction Wiggins and McTighe, 2000

Target Target Target Target Target Target Target

Specific or Strategic

HO 71


Specific Targets •  Dependent on context and curriculum •  Isolated to a specific unit •  Measured most often by right and

wrong responses •  Found most often in state standards and

curriculum resources

HO 71

Strategic Targets •  Oriented in skills or processes that can be

generalized •  Applicable for assessing in multiple mediums

over time •  Suitable for assessing across disciplines •  Conducive for creating assessments with

ill-structured challenges and many right answers •  Dependent on criteria and tools to score performance

(rubrics, scales, etc.)

HO 71

Specific and Strategic Targets

Specific Target Count to 100 forward and backward.

Strategic Target Read and write numerals and represent a number of objects with a written numeral.

HO 71



Specific Target Identify similarities and differences between a fable and folktale.

Strategic Target Recount stories, including fables, folktales, and myths from diverse cultures. (read deeply or make connections)

HO 71


Specific Target Label and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces.

Strategic Target Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

HO 71


Specific Target Name the causes of World War I and reasons for U.S. entry.

Strategic Target Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

HO 71


Test Tables

Specific Targets Strategic Targets

HO 72

Test Tables

HO 72

Strategic Target

Strategic Target

Strategic Target

Total

Specific Target

Specific Target

Specific Target

Total

Vertical: SS Processes – Gr. 2

Content Comparing Pattern Recognition

Analyze Influences Total

Life Styles

Community

Heroic People

Total

3

6

2

2 7

3 2 7

1

7

3

7

2

2

20

6

Not in Handout


Vertical: SS Processes – Gr. 3

Content Comparing Pattern Recognition

Analyze Influences Total

Events

Cultures

Stories

Total

3

6

2

2 7

3 2 7

1

7

3

7

2

2

20

6

Not in Handout

Samples of Standards

HO 73 - 75

Examine the sampling of common core standards

Do you notice more specific targets or more strategic targets. Explain your answer.

Performance Assessment Preparation

•  Designing tasks •  Establishing performance criteria •  Preparing raters •  Preparing students •  Reporting results •  Managing bias

HO 76


Accurate Design •  Your teacher is trying to decide if she should use The Outsiders as a

text for next year’s class. Specifically, she is interested in knowing your thoughts about the following:

–  Does the story meet criteria discussed in class for good literature?

–  Is the protagonist, Ponyboy, an acceptable role model for future seventh-grade students to read and try to understand?

–  Does the story teach valuable lessons worth studying and understanding?

•  Write a letter to your teacher explaining your thoughts clearly so she will have more information about whether to use The Outsiders as a text next year. Be sure to provide specific examples from the book to back your opinions. The outline for your letter follows.

HO 77 - 78

Rigor and Relevance in Assessment Design

Rigor •  “Rigor is the goal of

helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”

Examples?

Non Examples?

(Strong, Silver, and Perini, 2001)

HO 79


Depth of Knowledge Level 1 Recall

Recall of a fact, information, or procedure. Level 2 Skill/Concept

Use information or conceptual knowledge, two or more steps, etc.

Level 3 Strategic Thinking

Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer.

Level 4 Extended Thinking

Requires an investigation, time to think and process multiple conditions of the problem.

HO 79

HO 79

K – Understanding Shapes 1.  Point to the (shape name). 2.  What is the name of this shape (assessor points)? 3.  Draw a (shape name). 4.  How is the (shape name) like the (second shape

name)? How are they different? 5.  Name the rule that makes a (shape name) the shape

that it is. (e.g. what is the rule that makes a circle a circle?)

6.  Draw a shape the breaks the rule of the (shape name).


Rigor

•  Level 1: Retrieval – Recognizing, Recalling •  Level 2: Comprehension - Integrating,

Symbolizing •  Level 3: Analysis – Matching, Classifying •  Level 4: Knowledge Utilization – Decision

Making, Problem Solving

(Marzano and Kendall, 2007)

HO 79

Rigor Frameworks

• Bloom’s Revised Taxonomy • Depth of Knowledge • Rigor and Relevance Framework • Authentic Intellectual Work

HO 80


Relevance Creating relevant learning experiences involves creating curriculum, instruction and assessment experiences that are based on current events, personal backgrounds, and historical realities while emphasizing competency in necessary skills for real world tasks and applications.

Examples?

Non Examples?

HO 80

Relevance

•  Apply in discipline •  Apply across disciplines •  Apply in authentic structured

challenges •  Apply in authentic ill-structured

challenges

HO 80

Rigor and Relevance

• Authentic Intellectual Work – Construction of knowledge – Disciplined inquiry – Value beyond school

(Newmann, King, and Charmichael, 2007)

HO 81


Rigor and Relevance

Possession

Execution

Integration

Construction

Increasing rigor and relevance in assessment

HO 82

4 C’s of the Common Core

• Communication • Critical Thinking • Creativity • Collaboration

HO 83 - 84

Typical Option Research, write, and present a speech about a Greek god or goddess. You will be assigned a character for your speech. Your speech must include the following details:

–  Your Greek name –  Your powers/ responsibilities –  Your family relationships –  Your symbol(s) - this could be

several items, including tools, animals, and/or cities.

HO 83


Common Core Option •  An archetype is defined as an original pattern or model from

which all other things of the same kind are made. As we have discovered in class, Greek Mythology is a collection of stories and characters that both explain and reveal archetypal patterns to help us better understand the world about us. –  Identify 3 Greek gods or goddesses whose archetypal pattern is alive

and well in the world around you. –  Research your identified Greek deities so that you both understand their

patterns and can even predict the ways they might think about unfamiliar or modern situations. (secondary research)

HO 83

4 C’s of the Common Core

• Communication • Critical Thinking • Creativity • Collaboration

HO 83 - 84

Typical Option Record all that you recall about the 3 laws we studied in class (Test or essay format).

HO 85


Common Core Oriented We have studied how laws are made, enacted, enforced, modified, and even repealed. As we did that work, we studied 3 specific laws that each addressed managing human relationships in a social setting. We have an issue with bullying in our school (lunchroom, hallways, outside the building). Join with a small group to develop a law that you believe might help end issues with bullying. Collectively decide how you will create, enact, and monitor the effectiveness of your law. Demonstrate the connections and disconnections between your law and the similar types of laws we studied in class. As a team, create a media campaign to ‘sell’ the public on your law, explaining the rationale for your law and the details of your law. As an individual, write a ‘law review’ that evaluates the potential for the success of your law based on its development, implementation, and monitoring processes as well as its potential effectiveness in quelling the bullying.

HO 85

Typical Option FROM:

HO 85

Common Core Oriented

TO: Your government is considering changing the laws regarding the amount of hours required to receive a driver’s license and you have been summoned for your expert recommendation. You have determined that the best approach would be to model the connection between number of hours in practice driving and deaths related to teenage driving. Gather the data necessary to generate the graph showing this relationship so that you can inform legislators about your recommendation.

HO 85

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