c r e s s t / u c l a usable assessment knowledge: a design problem eva l. baker international...
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C R E S S T / U C L A
Usable Assessment Knowledge: A Design
Problem
Eva L. Baker
International Congress for School Effectiveness and ImprovementJanuary 6, 2003
Sydney, Australia
UCLA Graduate School of Education & Information StudiesCenter for the Study of Evaluation
National Center for Research on Evaluation, Standards, and Student Testing
With support from the Education Institute of Science, U.S. Department of Education
C R E S S T / U C L A
Knowledge to Support Educational Improvement
UnusablePlentiful
Usable Scarce
Useful Rare
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Usable and Useful Knowledge
Usable Knowledge
In a form that can be understood
In a form that can be applied
Timed appropriately
May cause rethinking of the problem
Useful Knowledge
Rethinking indicates a new solution path
Adapted to situation
Sufficient to guide solution
Improved outcomes occur as a result
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Why Are Some Schools Successful in Using
Knowledge?
Focus on learning (students and adults)
Constant use of appropriate information (formal and informal)
Focus on feedback and change
Public display and exchange
Pride in outcomes of students and place
Select knowledge to foster these ends
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Assessment: Historical Transformations
1. Assessment = measurement and interpretation of a sample of performance in the desired area of learning
2. Assessment (test) score = learning
Activities not contributing should be dropped
Coincidence = causality
3. Assessment is the best intervention
Cost/ Effectiveness
(Useful)
(Usable)
(Unusable)
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Types of Assessment Knowledge
Purposes for assessment (Why? For whom?)
What to assess
Whom to assess
How to assess (design and procedures)
How to interpret and report results
How to determine if results are trustworthy (validity) for the purpose(s)
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Key Design Principles for Useful Assessment
Assessment systems that start with thinking skills and apply them to content domains support
Coherent, sustained learning
Spiral teaching
Transfer (application to new or unforeseen situations)
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CRESST Assessment Models
Research-based
Focus on cognition and learning
Reusable and cost-sensitive
Operationalized in models and templates
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Model-Based Assessment Families of Cognitive
Demands
ContentUnderstanding
ProblemSolving
Teamwork andCollaboration
MetacognitionCommunication
Learning
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Usable Model-Based Assessment Design
Specifications and “Templates” for assessment protocols, including scoring
Templates that allow common design approaches to be used, e.g., primary sources
Two template examples for the model of deep understanding of content
Explanation
Graphical representation of relationships
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Specifications of Model for Content Understanding
Primary source materials in each domain
Student required to integrate prior knowledge and principles to succeed
Scored by using expert model in subject matter
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Content UnderstandingTemplate #1 Explanation
An array of primary source materials
A prompt that asks for an explanation in context
Constructed (written) answer
Evaluated by means of a scoring rubric
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Hawaiian History Writing
Assignment: BayonetConstitution
Be sure to show the relationships among your ideas and facts.
Your essay should be based on two major sources:
1. The general concepts and specific facts you know about Hawaiian history, and especially what you know about the period of the Bayonet Constitution.
2. What you have learned from the readings yesterday.
Imagine you are in a class that has been studying Hawaiian history. One ofyour friends, who is a new student in the class, has missed all the classes.Recently, your class began studying the Bayonet Constitution. Your friend isvery interested in this topic and asks you to explain everything that you havelearned about it.
Write an essay explaining the most important ideas you want your friend tounderstand. Include what you have already learned in class about Hawaiianhistory, and what you have learned from the texts you have just read. Whileyou write, think about what Thurston and Liliuokalani said about the BayonetConstitution, and what is shown in the other materials.
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EXCERPTS from HAWAIIAN HISTORYPRIMARY SOURCE DOCUMENTS
LILIUOKALANI
For many years our sovereigns had welcomed the advice of American residents who had established industries on the Islands. As they becamewealthy, their greed and their love of power increased. Although settledamong us, and drawing their wealth from resources, they were alien to usin their customs and ideas, and desired above all things to secure their own personal benefit.
Kalakaua valued the commercial and industrial prosperity of his kingdomhighly. He sought honestly to secure it for every class of people, alien ornative. Kalakaua’s highest desire was to be a true sovereign, the chiefservant of a happy, prosperous, and progressive people.
And now, without any provocation on the part of the king, having maturedtheir plans in secret, the men of foreign birth rose one day en masse, calleda public meeting, and forced the king to sign a constitution of their ownpreparation, a document which deprived [him] of all power and practically took away the franchise from the Hawaiian race.
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History ExplanationScoring Rubric
General Impression of Content Quality
Principles or Concepts
Prior Knowledge
Use of Available Resources
Misconceptions (negative)
Argumentation (domain appropriate)
English Mechanics
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Mathematics Explanation
Task (9-year-olds) Imagine a person from a television station has asked you to give a demonstration on TV. You will be on a show to help other students learn about math. You are asked to explain everything students your age should know about fractions.
Below are some questions you should try to answer. These are questions that students in the TV audience will ask you.
For each question you should draw as many pictures as you can to show what you mean. Then write down what you would say about your pictures on TV. Use as many words and pictures as you need.
What is a fraction? Why are there two numbers in a fraction? How many fractions are there between 0 and 1? How many fractions are equal to 1/2? What other important ideas should students know about fractions? Show how you would explain these ideas. Use as many pictures and words as you need.
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Template #2Knowledge Representation
Key aspects of ideas, supporting facts and views and their relationships
Relationship is explicit
Organizational options
Core and peripheral
Hierarchical
Cause and effect
Chronological
Expert scoring
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Key Design Principles from Knowledge Requirements
Knowing why
Knowing what to assess: content plus cognitive demands (problem solving, communication, learning to learn, teamwork, content knowledge)
Knowing how: to make tests that measure and support transfer (application to other topics and situations)
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To Make Assessment Knowledge Useful for
Educators Timing
Having sufficient content knowledge
Having sufficient knowledge of students
Knowing how to combine results and other sources of information
Knowing where to find help and resources
Knowing what to do (more than one option)
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Data Interpretation—Design Principles
How to interpret results (in comparison to what?)
How to understand data from sources other than classroom testing
How to integrate sources of test results and form ideas about what to do next
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Decision Support System
: allows the integration of coherent information
: allows the identification of conflicting or discordant data
: requires the judgment of the user to assign value
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QSP
Creates longitudinal records from external sources
Easy to read icons
Grade books for teachers
Digitized examples of student work
Easy to use queries about relationships
Parent conferencing material
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Groups - for disaggregation
Reports - for displaying information graphically
Goals - for monitoring improvement
Gradebook - for keeping tabs on student progress
Digital Portfolio - for examples of student work
Resource Kit - to gather locally important information (bottom-up)
Functions
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Communication
The teacher decided to send a QSP Progress
Report to the student’s parents.
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Using Assessments and Reflecting on Data Is Hard
Teachers: Fundamental shift from chronological organization to functional organization
From what am I doing?
To what should each learner be doing now? Time and collaboration
Administration: Taking a chance on change
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Context for Success of Knowledge-Based Reform
Local ownership of knowledge
Infrastructure and stability
Capacity to investigate
Learning
Congruence or peace with external mandates
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Usable Knowledge and Support May Get to Useful
Knowledge
For assessment knowledge to be useful, it depends upon the context, capacity, and communication of the teaching system
For assessment knowledge to be useful to students, it must go to the heart of why, what, and how they learn
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