Determining the Best Determining the Best Type of Assessment Type of Assessment

Tool Tool for an Indicator for an Indicator

IndicatorIndicator

5-4.65-4.6 EditEdit for the correct for the correct use of written use of written Standard Standard American EnglishAmerican English, , including capitalization, including capitalization, punctuation, and spellingpunctuation, and spelling..

ChecklistChecklist

CriteriaCriteria Correct use ofCorrect use of

CapitalizatioCapitalizationnPunctuationPunctuation

SpellingSpelling

Point-Allocated ChecklistPoint-Allocated Checklist

CriteriaCriteria SeldoSeldom m

UsesUses

SometimeSometimes Usess Uses

FrequentlFrequentlyy

UsesUses

CapitalizatiCapitalizationonPunctuatioPunctuationnSpellingSpelling

Holistic RubricHolistic Rubric

CriteriaCriteria

33 You show solid control over basic conventions You show solid control over basic conventions and are beginning to show control over a few and are beginning to show control over a few advanced conventions. You have few, if any, advanced conventions. You have few, if any, basic convention errors, and I am able to basic convention errors, and I am able to understand what you write. You need to make understand what you write. You need to make minor edits to your text.minor edits to your text.

22 You show control over basic conventions. You You show control over basic conventions. You have errors, but I am able to understand what have errors, but I am able to understand what you write. You need to edit your text.you write. You need to edit your text.

11 You show little control over basic conventions. You show little control over basic conventions. Your errors make it hard for me to understand Your errors make it hard for me to understand what you write. You need to what you write. You need to substantially edit edit your text.your text.

Multiple ChoiceMultiple ChoiceWhat is the What is the bestbest way to revise this sentence? way to revise this sentence?

Around the beginning of october, you Around the beginning of october, you probably start to notice that probably start to notice that pumpkins are everywhere.pumpkins are everywhere.

OptionsOptions

A. Around the beginning of october, you A. Around the beginning of october, you probably start to notice that pumpkins are probably start to notice that pumpkins are everywhere.everywhere.

B. Around the beginning of October, you B. Around the beginning of October, you probably start to notice that pumpkins are probably start to notice that pumpkins are every where. every where.

C. Around the beginning of October, you C. Around the beginning of October, you probably start to notice that pumpkins are probably start to notice that pumpkins are everywhere.everywhere.

D. Around the beginning of October, you D. Around the beginning of October, you probably start to notice that pumpkin's are probably start to notice that pumpkin's are everywhere.everywhere.

Question?Question?

Which tool or tools best Which tool or tools best measures how well a student measures how well a student independently edits?independently edits?

Align Standards and AssessmentAlign Standards and Assessment

AssessmentIndicator

AlignmentAlignment

Two PartsTwo PartsCognitive demandCognitive demandContent demandContent demand

IndicatorIndicator

5-4.65-4.6 EditEdit for the correct for the correct use of written use of written Standard Standard American EnglishAmerican English, , including including capitalization, capitalization, punctuation, and spellingpunctuation, and spelling..

Assessment ToolsAssessment Tools Should target the cognitive level Should target the cognitive level

of the standard of the standard Helps a teacher target what he or Helps a teacher target what he or

she wants to measureshe wants to measure Measures a standard directly Measures a standard directly

(optimal) or indirectly(optimal) or indirectly Have different strengths or Have different strengths or

weaknesses depending upon typeweaknesses depending upon type

ObservationObservation

Used to monitor Used to monitor behavior/strategiesbehavior/strategies

Often used for young studentsOften used for young students For documentation, requires the For documentation, requires the

use of an additional assessment use of an additional assessment tool (e.g., checklist or rubric)tool (e.g., checklist or rubric)

Formative and summative usesFormative and summative uses

QuestioningQuestioning Can be used to guide student Can be used to guide student

thinking and probe for depth of thinking and probe for depth of understanding or gapsunderstanding or gaps

In practice often uses to have In practice often uses to have students recall informationstudents recall information

When planned, instruction-embedded When planned, instruction-embedded questions can reach higher cognitive questions can reach higher cognitive levels and direct the focus of levels and direct the focus of instructioninstruction

Performance TasksPerformance Tasks When well developed, targets higher When well developed, targets higher

cognitive levelscognitive levels The increased work to produce a The increased work to produce a

response also leads to increased response also leads to increased retention of the learned material retention of the learned material (McDaniel, Roediger, & McDermott, (McDaniel, Roediger, & McDermott, 2007).2007).

For documentation, requires the use For documentation, requires the use of an additional assessment tool of an additional assessment tool (e.g., checklist or rubric)(e.g., checklist or rubric)

Requires less time to develop but Requires less time to develop but more time to grademore time to grade

MatchingMatching Targets recallTargets recall Easy to gradeEasy to grade Does not align to cognitive Does not align to cognitive

level of most indicatorslevel of most indicators Should have more options Should have more options

than statements than statements Not covered in this seriesNot covered in this series

True FalseTrue False

Targets recallTargets recall Easy to gradeEasy to grade Can inadvertently have Can inadvertently have

students retain inaccurate students retain inaccurate information (Roediger & information (Roediger & Karpicke, 2006)Karpicke, 2006)

Not covered in this seriesNot covered in this series

ChecklistsChecklists

Used with performance tasks Used with performance tasks (constructed response items)(constructed response items)

Used to document if a performance Used to document if a performance attribute is present or notattribute is present or not

Tends to lower cognitive levelsTends to lower cognitive levels May target higher cognitive levelsMay target higher cognitive levels

RubricsRubrics

Used with performance tasks Used with performance tasks (constructed response items)(constructed response items)

Used to measure depth of Used to measure depth of student understandingstudent understanding

Targets higher cognitive Targets higher cognitive levels when well developedlevels when well developed

Multiple ChoiceMultiple Choice

Used to test more content in Used to test more content in less timeless time

When well developed, targets When well developed, targets higher cognitive levelshigher cognitive levels

Time consuming to developTime consuming to develop

PortfolioPortfolio

Can be used to have students Can be used to have students evaluate their work and to set evaluate their work and to set learning goalslearning goals

Require direction/support Require direction/support from the teacherfrom the teacher

Time consuming to gradeTime consuming to grade

Indicators May Guide Indicators May Guide Assessment Strategies in the Assessment Strategies in the

ClassroomClassroom Grade 8: Social StudiesGrade 8: Social Studies Teaching Objective: Students will Teaching Objective: Students will

explainexplain the the significance of significance of African Americans in the African Americans in the developing culture of South developing culture of South Carolina (Source 8-1.4)Carolina (Source 8-1.4)

Explain denotes a constructed Explain denotes a constructed response and a rubricresponse and a rubric

Indictors May Guide Indictors May Guide Assessment Strategies in the Assessment Strategies in the

ClassroomClassroom Grade 8: English Language ArtsGrade 8: English Language Arts Indicator: 8-2.7 Indicator: 8-2.7 IdentifyIdentify the use of the use of

propaganda techniquespropaganda techniques (including (including card card stackingstacking, , plain folksplain folks, and , and transfertransfer) in ) in informational informational textstexts..

Given cold informational text, students Given cold informational text, students could (a) identify type of propaganda could (a) identify type of propaganda technique in a multiple choice item or (b) technique in a multiple choice item or (b) identify in a constructed response and a identify in a constructed response and a rubric and provide supporting evidence rubric and provide supporting evidence from the text for their choicefrom the text for their choice

Indictors May Guide Indictors May Guide Assessment Strategies in the Assessment Strategies in the

ClassroomClassroom Grade 8: ScienceGrade 8: Science Indicator: 8-5.2 Indicator: 8-5.2 UseUse the formula for the formula for

average speed, v = d/t, to solve real-world average speed, v = d/t, to solve real-world problems. problems.

Given a real world problem, students could Given a real world problem, students could (a) use the formula and identify the (a) use the formula and identify the correct answer in a multiple choice item correct answer in a multiple choice item (indirect) or (b) show the use of the (indirect) or (b) show the use of the formula in a constructed response with a formula in a constructed response with a rubric and provide the correct answer rubric and provide the correct answer (direct)(direct)

Determining which Assessment Determining which Assessment Format is BestFormat is Best

What does the standard ask What does the standard ask students to do? Use, explain, students to do? Use, explain, and create all connote and create all connote different types of cognitive different types of cognitive tasks and assessment tools.tasks and assessment tools.

Determining which Assessment Determining which Assessment Format is BestFormat is Best

What age are your students? What age are your students? Some formats are not optimal Some formats are not optimal with younger grades.with younger grades.

What time constraints are What time constraints are present? Do you like to spend present? Do you like to spend more time developing more time developing assessments or grading them?assessments or grading them?