ASSESSMENT THAT SUPPORTS HIGH-QUALITY LEARNING

A BALANCED APPROACHDAY 2

Getting Ready for the Next Generation of Assessment

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Day 2 Goals

1. Improve classroom assessment literacy.2. Understand that students are essential

partners in the assessment process.3. Identify assessment processes and actions.4. Action Planning 5. Increase familiarity with next generation of

assessment and available tools and resources.

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Objectives

Participants will be able to:1.Use the specifications for the Smarter Balanced Assessment to identify and develop high quality assessment items. 2.Discuss appropriate uses of assessment processes and techniques.3.Make connections between the Common Core State Standards and the next generation of assessment.4.Understand the importance of student involvement in the assessment and learning process.

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Principles of Assessment

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The Focus on Formative

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The “Black Box” Findings

Black and Wiliam’s research indicates that improving student learning through assessments depends upon five factors: Providing feedback to students Students’ active involvement in their own learning Adjusting teaching to take account for results of

assessment Recognizing influence of assessment on students’

motivation and self-esteem Ensuring students assess themselves and

understand how to improve

Inside the Black Box: Raising Standards through Classroom Assessment,” KAPPAN, 1998.

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Attributes of Effective Formative Assessment

Learning ProgressionsLearning Goals and Criteria for SuccessDescriptive FeedbackSelf- and Peer- AssessmentCollaboration

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Benchmark / Interim Assessments

Are usually a form of summative assessmentCan be used as an early warning of performance on later high stakes testsOften constructed by external sourcesCan cover some or all of a year’s curriculumProvides broad domain or sub-domain coverage (minimally diagnostic)Results raise programmatic questions that require further investigation (*formative for program – not current student)

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Classroom Assessment User: Teacher

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What is required of CT teachers?

Common Core of Teaching - CCT

Assessment in Support of Learning

Assessment quality must address the impact of the results on the learner and the learning. Assessments must: go beyond merely providing judgments about student

performance to providing rich descriptions of student performance.

evolve from being isolated events to becoming events that happen in ongoing series to reveal patterns.

go beyond merely informing instructional decisions of teachers to informing decisions also made by students.

Rick Stiggins, 2006

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Standard, Progression, Target

Standard: What we want students to be able to know and do at the end of any given time – CT Standards (CCSS)

Learning Progression: “Descriptions of the successively more sophisticated ways of reasoning within a standards content domain.” (Smith et al, in press)

Learning Targets: These are statements of intended learning based on the standards. Learning targets are in kid friendly language and are specific to the lesson for the day and directly connected to assessment.

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Through the Eyes of the Kids

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Student Success

If all students are to succeed, they must have continuous access to credible evidence of their own academic success at mastering prescribed achievement standards.

This will reveal to the learner and the teacher, not only current achievement status, but improvements in student own capabilities—a powerful booster of confidence and motivation.

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Classroom Assessment User: Student

EDge(PDK), 2006

Important Question

to be Answered

Implications for the Assessment System

What am I supposed to learn? Accurate assessments must reflect the learning targets.

What have I learned already, and what do I still need to work on?

Continuous sequence of accurate CA must provide descriptive feedback in student-friendly terms during learning.

Have I met or am I progressing toward the standards?

Assessments must provide evidence of mastery throughout the year.

Have I met the state achievement expectations?

Annual state assessments reporting standards mastered/not yet mastered.

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Evidence-Centered Design

• Item development approach that defines claims about students and their learning

• Evidence needed to support claims

• Types of items and tasks needed to collect evidence

Observation Interpretation

Cognition

“AssessmentTriangle”

Introduction to Evidence-Centered DesignModern Approach to Designing Items and Tasks

Traditional Item Development

versus Evidence-Centered Design

Keys to Evidence- Centered Design

Claims Assessment Targets

Evidence

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.

Evidence-Centered Design

Item/Task Evidence Assessment Target Claim Content

Standard

6 Key Components of Evidence-Centered Design

6. Develop Items or Performance Tasks

1. Define the domain

2. Define claims to be made

3. Define assessment targets

4. Define evidence required

5. Develop Task Models

Content Specifications

Item Specifications

Using Evidence-Centered Designto Guide Item Design

1. What evidence is required given the assessment target I am measuring?

2. What are the key features that must be included in the item?

3. Will this item allow for the production of the evidenceI am seeking?

4. Is there anything about this item that may make it more difficult to collect evidence from some students?

Accessibility

Bias

Sensitivity

Sensory or Learning Disability

English Language Proficiency

Jimmy is the star on his football team. This season he scored ten touchdowns, kicked twenty extra points, and had eight field goals.

What is the total number of points Jimmy has scored this season?

Jimmy is the star on his football team. This season he scored ten touchdowns, kicked twenty extra points, and had eight field goals.

What is the total number of points Jimmy has scored this season?

What is this

question asking me?

What is a field goal?104

Universal Design for Learning (UDL)

“Universal Design does not imply ‘one size fits all’ but rather acknowledges the need for alternatives to suit many different people’s needs.”

“… the essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences.”

– Rose and Meyer

4 Challenges to Accessibility Review

1. Inaccurate receipt or interpretation of stimulus

2. Interacting with content

3. Inaccurate production or recording of response

4. Inaccurate interpretation of response

Bias

Bias occurs when content contained in an item or task creates an unfair disadvantage for a sub-group of students Unfamiliar contexts or examples

Unusual names of people or places

References to local events or issues

Sensitivity

Sensitivity focuses on content that creates unease, provokes negative feelings, or challenges beliefs or values

Religions, religious practices, and religious figures

Political topics

Issues of gender, race, ethnicity, and culture

Examples of Accessibility Guidelines

Only use graphics when necessary

Avoid idioms, jargon, and terminology that is difficult to translate

Clearly label all graphics

Keep tables as simple as possible

Accessibility Considerations

Vision

Cognitive Load

Language

Motor Skills

Guidelines for Universally Designed Items and Tasks

Simplify vocabulary and sentence structurePlace problems in familiar contexts with familiar items

and namesUse graphics only when necessarySimplify graphics and tablesAvoid the use of color and maximize contrastAvoid content that spans multiple pages or that contains

multiple elementsUse highly interactive manipulations only when necessaryIdentify terms and visuals that should not be altered

Six Item Types

• Selected Response• Constructed Response• Extended Response• Performance Tasks• Technology-Enabled• Technology-Enhanced

Selected ResponseSingle Response – Multiple Choice

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Many experts will tell you that television is bad for you. Yet this is an exaggeration. Many television programs today are specifically geared towards improving physical fitness, making people smarter, or teaching them important things about the world. The days of limited programming with little interaction are gone. Public television and other stations have shows about science, history, and technical topics.

Which sentence should be added to the paragraph to state the author’s main claim? A. Watching television makes a person healthy. B. Watching television can be a sign of intelligence.

C. Television can be a positive influence on people.

D. Television has more varied programs than ever before.

Selected ResponseMultiple Correct Options

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Which of the following statements is a property of a rectangle? Select all that apply.

☐ Contains three sides

☐ Contains four sides

☐ Contains eight sides

☐ Contains two sets of parallel lines

☐ Contains at least one interior angle that is acute

☐ Contains at least one interior angle that is obtuse

☐ All interior angles are right angles

☐ All sides have the same length

☐ All sides are of different length

Constructed Response

The table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

The table below shows the number of students in each third-grade class at Lincoln School.

There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third-grade students are at Lincoln School? Show or explain how you found your answer.

Students in Third-Grade

Class Number of Students

Mrs. Roy 24

Mr. Grant 21

Mr. Harrison 22

Ms. Mack 25

Constructed ResponseExtended Response

Ms. McCrary wants to make a rabbit pen in a section of her lawn. Her plan for the rabbit pen includes the following:•It will be in the shape of a rectangle.•It will take 24 feet of fence material to make.•Each side will be longer than 1 foot.•The length and width will measure whole feet.

Part ADraw 3 different rectangles that can each represent Ms. McCrary’s rabbit pen. Be sure to use all 24 feet of fence material for each pen.

Use the grid below. Click the places where you want the corners of your rectangle to be. Draw one rectangle at a time. If you make a mistake, click on your rectangle to delete it. Continue as many times as necessary.

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

[Students will input length, width, and area for each rabbit pen. Students will choose unit from drop down menu.]

Pen 1: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Part BMs. McCrary wants her rabbit to have more than 60 square feet of ground area inside the pen. She finds that if she uses the side of her house as one of the sides of the rabbit pen, she can make the rabbit pen larger.•Draw another rectangular rabbit pen. •Use all 24 feet of fencing for 3 sides of the pen.•Use one side of the house for the other side of the pen. •Make sure the ground area inside the pen is greater than 60 square feet.Use the grid below. Click the places where you want the corners of your rectangle to be. If you make a mistake, click on your rectangle to delete it.

Pen 2: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Pen 3: Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Use your keyboard to type the length and width of each rabbit pen you draw. Then type the area of each rabbit pen. Be sure to select the correct unit for each answer.

Length: (feet, square feet) Width: (feet, square feet) Area: (feet, square feet)

Performance Task

Technology-Enabled

Brianna is running for class president. She needs to give a speech to the 4th grade class. Listen to the draft of her speech and then answer the questions that follow.

(Test-takers listen to an audio version of the following speech.)“Hi, My name is Brianna. I am running for class president, and I hope you will vote for me. You know many of my friends said they would. I am involved in many activities, including track and theater. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year. Also, we can donate a portion of the money to a charity of our choice. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

This speech needs to be revised before the student presents it. Which sentence should be omitted to improve the speech.

A. I am running for class president, and I hope you will vote for me.B. You know many of my friends said they would.C. If I am elected, I will hold several fundraisers so that all students in the 4th grade can go on a trip at the end of the year.D. If you want a class president who will work hard for you and listen to your needs, please vote for me next week!”

Selected or Constructed Responses that include Multimedia

Technology-Enhanced

Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows.

Rememberby Christina RossettiRemember me when I am gone away, Gone far away into the silent land; When you can no more hold me by the hand,Nor I half turn to go yet turning stay.Remember me when no more day by day 5 You tell me of our future that you plann'd: Only remember me; you understandIt will be late to counsel then or pray.Yet if you should forget me for a while And afterwards remember, do not grieve: 10 For if the darkness and corruption leave A vestige* of the thoughts that once I had,Better by far you should forget and smile Than that you should remember and be sad.

In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?

Collects Evidence through a Non-Traditional Response

The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.The value of y is proportional the the value of x. The constant of proportionality for this relationship is 1. On the grid below, graph this proportional relationship.

Technology-EnhancedCollects Evidence through a Non-Traditional Response

SHELBI K. COLE, PH.D.DIRECTOR OF MATHEMATICS FOR SMARTER

BALANCED ASSESSMENTGAIL PAGANO

CT STATE DEPARTMENT OF EDUCATION

Proceed with Caution: Avoiding Past Mistakes in Quality Item

Development

Avoiding Practices of the Past

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DON’T Do ANYTHING until you have a clear

purpose. Write each item to align to a single

standard. Write each item to align with the content of

ONLY the current grade level. Write items that attend to the “middle of

the class”. Focus on ONLY the content standards.

Avoiding Past Practices

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DON’TIgnore the importance of performance tasks in achieving the overarching goal of college and career readiness.Focus only on grades that will be assessed on the summative assessment.Limit the development to items and tasks that look like those that will appear on a summative assessment.

Building Capacity for High Quality Assessments

Build capacity for understanding the standards before doing anything else

Write items and tasks that focus on big ideas, interconnections, and critical 21st century student skills (problem posing & solving, research/inquiry, speaking & listening, use of complex informational texts)

Consider both vertical and horizontal learning progressions

Meeting Your Needs

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Group work using tools from Smarter Balanced Assessment.

Balanced Does Not Always Mean Equal

Balanced Assessment System---A balanced assessment system is a configuration of different assessment types and processes to fulfill purposes that align with expectations for learning and performance (Bazemore, Cippoletti, Howard, et al., 2008). It meets the needs of all users, but does not necessarily mean equal or of equal weight

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Teachers make the difference.

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