Applying an Assessment Blueprint Timothy Higgins Marist ... · Applying an Assessment Blueprint Timothy Higgins Marist College ... Professor Szabo ... to multiple intelligences and

Running Head: APPLYING AN ASSESSMENT BLUEPRINT 1

Applying an Assessment Blueprint

Timothy Higgins

Marist College

Author Note:

Prepared for EPSY605 Educational Assessment & Evaluation

Professor Szabo

March 9, 2013

APPLYING AN ASSESSMENT BLUEPRINT 2

Abstract

A unit blueprint based on a revised Bloom’s taxonomy table provides a useful way to categorize

learning objectives across a two dimensional matrix of logical content areas and cognitive

processes. In preparing to teach a unit on the Classical Era of global history (12th

grade AP), this

tool is used for planning instruction as well as appropriate formative and summative assessments

that fulfill NYS standards and the Common Core learning standards for literacy in history/social

studies. The blueprint is not a plan to build rigid structure; that once complete is unalterable. It is

a living document; a guide that accepts student feedback and teacher reflection to build

continuous improvement in the reliability and validity of assessment delivery. Additionally, the

blueprint provides an opportunity to plan ongoing instructional modifications that not only cater

to multiple intelligences and elements of Universal Design for Learning (UDL) but support an

inclusive and multicultural classroom experience that is enriching for all students.


Applying an Assessment Blueprint

The unit that is being prepared is a section of a course for twelfth grade AP global

history. The unit focuses on the Classical era (1000 B.C.E to 500 C.E.) which includes the early

civilizations of China, India, Greece, Rome, and Persia. The textbook is entitled World

Civilizations: The Global Experience (Sixth edition, AP). This unit uses four chapters of the

textbook. I anticipate this unit taking up one marking period; approximately two months of the

school calendar.

The class consists of 20 students with the following breakdown:

11 female/9 male

1 African American female

3 Pacific Americans - female, 1 male

1 male student with a mild ASD (i.e., Asperger’s syndrome)

3 gifted students - 2 female, 1 male

3 ELLs - 2 Spanish (males), 1 French (female)

1 mildly learning disabled female

1 mildly learning disabled male

4 female (not otherwise specified)

4 males (not otherwise specified)

All students have expressed a desire to enroll in a four year college or university after

graduation. Lesson plan notes would contain necessary modifications for the student with mild

ASD, the gifted students, and the English language learners. Subject matter will be dealt with in

a culturally sensitive way. The mildly learning disabled students will receive support, both inside

and outside the classroom.

Practice and Standards

As discussed in Assignment 1, the specified activities and assessments will cater to multiple

intelligences. An inventory of these skills would need to be taken early in the school year with

the collaboration of previous teachers and parents. For purposes of this discussion it is assumed

that all the multiple intelligences are represented with most students possessing two or more of


the intelligences. An inventory (such as Armstrong’s Checklist for Assessing Students’ Multiple

Intelligences, 1994) is a useful tool to gather information on students’ skills. The inclusion of

Multiple Intelligence (MI) theory into teaching practice is an element of Universal Design for

Learning (UDL). This approach also develops a comfortable learning atmosphere for diversity of

expression. “It is essential for social studies teachers to begin by taking inventory of what their

students know, do, believe, and understand before leaping into instruction. Students bring a

wealth of prior knowledge and experiences that teachers must excavate skillfully. Pre-assessment

involves getting acquainted with students academically and socially to establish a community of

learners that is inviting, igniting, and exciting. All students should feel safe, welcome, and

wanted; the learning community should ensure democratic principles and social justice, qualities

that must be evident in all assessments and assessment practices, especially when collaborating

with social studies students” (Gallavan & Kottler, 2009, p. 155).

This foundation builds a community of learners and sets the classroom up for culturally rich

experiences. Gardner (1989) discusses the importance of this:

“Whereas most standard approaches treat intelligence in isolation from the activities of a

particular culture, MI theory takes a sharply contrasting tack. Intelligences are always

conceptualized and assessed in terms of their cultural manifestation in specific domains of

endeavor and with reference to particular adult "end states." Thus, even at the preschool level,

language capacity is not assessed in terms of vocabulary, definitions, or similarities, but rather as

manifest in story telling (the novelist) and reporting (the journalist). Instead of attempting to

assess spatial skills in isolation, we observe children as they are drawing (the artist) or taking

apart and putting together objects (the mechanic)” (p. 6).


Using and experiencing technology is closely tied to a variety of multiple intelligences.

Rich, technology-driven experiences allow students to engage multiple intelligences, tapping

readily into linguistic, interpersonal, and intrapersonal traits. “The multiple intelligences

approach does not require a teacher to design a lesson in nine different ways so that all students

can access the material. Rather, it involves creating rich experiences in which students with

different intelligence profiles can interact with the materials and ideas using their particular

combinations of strengths and weaknesses” (Moran, Kornhaber, & Gardner, 2006, p. 27).

Opportunities to leverage the use of technology will be woven into every unit plan in my

practice.

A variety of supplemental strategies will be employed which all learners benefit from.

English language learners (ELLs) will need supports in the verbal/linguistic area and the

tabulated strategies will provide in-class support for such activities.

The following table illustrates these classroom strategies for all learners.

Table 1: Strategies for all learners

Classroom strategies Learners that benefit most

Visual energizer in the form of video clip, lending authenticity.

Group work - Matching with graphic organizer/concept map for pre-activity.

Graphic organizer that helps with semantic mapping, group work, and analyzing authentic primary sources.

Jigsaw reading used in group work when first analyzing primary source documentation.

“Buddies” help by assisting with language, vocabulary meaning, and writing process.

Think, Pair, Share

Exit slip is designed to gather student feedback for improvement of lesson modifications.

All learners, visual learners All learners, LD, ELLs, ASD with behavioral supports All learners, LD, ELLs, ASD All learners, LD, ELLs, ASD ELL, ASD for social supports All learners, LD, ELL, ASD All learners, LD, ELL, ASD


This content unit aligns with the following NYS social studies learning standards:

NYS learning standard 2 - Students will use a variety of intellectual skills to demonstrate

their understanding of major ideas, eras, themes, developments, and turning points in world

history and examine the broad sweep of history from a variety of perspectives.

NYS learning standard 3 - Students will use a variety of intellectual skills to demonstrate

their understanding of the geography of the interdependent world in which we live—local,

national, and global—including the distribution of people, places, and environments over the

Earth’s surface.

The reading and writing elements of the Common Core learning standards (CCLS) for

literacy in social studies are evident in the variety of assessments that are paired with the

blueprint for this unit. The reading standards are 1, 2, 3, and 7. The writing standards are 7 and 8.


Maj

or

Conte

nt

Are

as

BLUEPRINT

UNIT: Global History Unit 1: Classical Civilizations, Grade 12 (AP)

TO

TA

LS

Remembering Unit Learning

Objective:

Describe the cultures,

civilizations, and

geographies in the

classical era

including social

customs, norms, values, political

and economic

systems, and religious belief.

Understanding Unit Learning

Objective:

Understand the broad patterns,

relationships, and

interactions of

cultures and

civilizations

during the classical era.

Applying Unit Learning

Objective:

Explain the importance of

analyzing

narratives drawn

from the classical

era to understand

and give perspective to

historical events

and illustrate societal norms.

Analyzing Unit Learning

Objective: Analyze the

roles and contributions of individuals and

groups to changing and

developing social,

political, economic,

cultural, and religious

practices and activities in the classical

civilizations

Evaluating Unit Learning

Objective: Interpret

documents, artifacts, and

contemporary film

related to

significant

developments in the

classical era.

Creating Unit Learning

Objective: Plan and

organize classical era research

projects that focus

on differing and

competing

interpretations of

events during that era and the changes

brought about by

these events.

1. C

hin

a/I

nd

ia Define key

attributes of Classical Chinese

and Indian culture,

customs, and religions.

M.I. = Verbal/Linguistic

18/6%

Summarize

geographical features of China

and India. (by

finding key places on classical era

maps).

M.I. = Naturalist

Visual/Spatial

5/2%

Apply translation

key to classical era languages,

monetary

exchange, numbers, and

measurements.

M.I. = Logical

Mathematical

11/4%

I. Analyze the

contribution of a key individual in Classical

China and India. (by

compiling a list of his/her achievements

within a biographical

sketch) Assessment link M.I. = Verbal

Linguistic

9/3%

Interpret a work of

classical era Indian or Chinese

entertainment or art

and its relevance today.

M.I. = Intrapersonal

15/5%

Construct a timeline

that portrays key events and elements

of the classical era

in China and India. Explain key events

(political, economic,

and religious) in a graphic organizer.

Assessment link

M.I. =Visual/Spatial

30/11%

10/7.7%

88/31%

2. G

reec

e/R

om

e

II. Describe the

political and economic systems

of Greek and

Roman society.

Assessment link

M.I. =

Verbal/Linguistic

20/7%

Understand the

key elements of Greco-Roman

architecture. (by

journaling observations on

contemporary

buildings).

M.I. =

Visual/Spatial

13/5%

III. Examine

Greek and Roman narratives and

documents. (by

highlighting critical elements

and passages).

Assessment link M.I. =

Verbal/Linguistic

9/3%

Investigate and tabulate

reputable education web sites that highlight

Greek and Roman

classical era research.

M.I. =

Verbal/Linguistic Technology

5/2%

Contrast two

political speeches from the Greek and

Roman era. (by

performing them).

M.I. = Kinesthetic

18/6%

IV. Students will

demonstrate knowledge of

period

characteristics and architectural

features (by creating

historical replicas). M.I. =

Visual/Spatial,

Interpersonal

28/10% 93/33%

3. In

tegra

tive

Identify important

turning points and

developments in

the classical

civilizations and their causes.

M.I. =

Verbal/Linguistic

10/4%

V. Predict and

compare military

outcomes. (by

hypothesizing that

certain events and decisions were

different).

M.I. = Interpersonal,

Logical

Assessment link

8/3%

VI. Students will

develop their own

thought process

flow chart

involved in using primary sources

when evaluating

classical literature.

M.I. =

Intrapersonal

12/4%

VII. Analyze and

compare the causes of

the decline of each

civilization.

Assessment link

M.I. =

Verbal/Linguistic

20/ 7%

VIII. Students will

demonstrate ability

to self-evaluate their

own work and learn

the process of thinking to correct

them.

Assessment link

M.I. =

Intrapersonal

25/9%

Develop a matrix

that compares

political, economic,

and religious

aspects of two civilizations.

M.I. = Logical Mathematical

25/9% 100/36%

TOTALS

48/17.1% 26/9.2% 32/11.4% 34/12.1% 58/20.7% 83/29.5% 281/100

%


Explanation and Justification of Blueprint

Unit learning objectives head the blueprint on the first horizontal row above the major

content areas. Below that, in each individual cell are objectives that enable achievement of unit

learning objectives. There are blueprint cells highlighted in yellow. Within five of those cells are

formative assessments that are exhibited in the Appendix. Various multiple intelligences are

listed in the individual cells. The learning objectives and formative assessments facilitate

expression of the multiple intelligences. The blueprint strives for a balance between assessment

and student engagement that levels the playing field for all expressions of student intelligence

and softens the anxiety that may stem from the climate that surrounds the notion of assessment or

academic “judgment.”

“Together, these demands for assessments that are intelligence fair, are based on culturally

valued activities, and take place within a familiar context naturally lead to an approach that blurs

the distinctions between curriculum and assessment. Drawing information from the regular

curriculum ensures that the activities are familiar; introducing activities in a wide range of areas

makes it possible to challenge and examine each intelligence in an appropriate manner. Tying the

activities to inviting pursuits enables students to discover and develop abilities that in turn

increase their chances of experiencing a sense of engagement and of achieving some success in

their society” (Gardner & Hatch, 1989, p. 7).

The eight highlighted blueprint cells are justified below. They are numbered from I to VIII

on the blueprint table.

I. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to

changing and developing social, political, economic, cultural, and religious practices and


activities in the classical civilizations. (Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4,

KI-1, PI-1 AND CCLS Reading std 3).

Analyze the contribution of a key individual in Classical China and India by

compiling a list of his/her achievements within a biographical sketch.

This blueprint cell concerns compiling a biographical sketch that utilizes my “social

studies textbook page” as a formative assessment that could be completed within small groups or

as homework. This is included in the appendix. It would provide the foundation for a more in-

depth written assignment, performed individually or, in the case of an ELL, with the support of a

buddy. This assessment point was chosen because there are many ways to scaffold and provide

optional assessments to fulfill this objective. It also captures the most important point in the unit

learning objective.

II. Unit Learning Objective: Describe the cultures, civilizations, and geographies in the classical

era including social customs, norms, values, political and economic systems, and religious

belief. (Alignment: Std 2, KI-1, PI-1 and Std 3, KI-1, PI-1 AND CCLS Reading std 1).

Describe the political and economic systems of Greek and Roman society.

This blueprint point was chosen because it provides a fact-based foundation for the work

to come. The assessment is a selected response content quiz that tests retention of content related

facts.

III. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the

classical era to understand and give perspective to historical events and illustrate societal

norms. (Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).


Examine Greek and Roman narratives and documents by highlighting critical

elements and passages.

This blueprint point was chosen because it focuses on a foundational skill – that of

working with primary source documents – that transport the student back to ancient times. The

assessment is informal, a fact-storming organizer that could be completed in groups of two or

more. This is included in the appendix.

IV. Unit Learning Objective: Plan and organize classical era research projects that focus on

differing and competing interpretations of events during that era and the changes brought about

by these events.(Alignment: Std 2, KI-2 PI-1&5, Std 2, KI-4 PI-3 AND CCLS Reading std 7,

Writing stds 7,8).

Students will demonstrate knowledge of period characteristics and architectural

features to create historical replicas.

This blueprint point is highlighted because it is represents 10% of the points in the entire

blueprint. This visual/spatial multiple intelligence requires an integration of previously mastered

verbal/linguistic assessments. It may also require a team approach, bringing interpersonal

intelligence into the mix. Also, this may require additional classroom scaffolding to use artistic

materials to create the replicas.

V. Unit Learning Objective: Understand the broad patterns, relationships, and interactions of

cultures and civilizations during the classical era.(Alignment: Std 2, KI-1, PI-4 and Std 3, KI-1,

PI-4 AND CCLS Reading std 2).


Predict military outcomes by hypothesizing that certain circumstances and

decisions were different.

This blueprint point focuses on interpersonal intelligence, logical/mathematical and

reasoning skills. A fact storming sheet, graphic organizer, or a computer simulation may provide

the basis for assessment. Hypothesizing and predicting is an integrative skill. This is considered

an experimental enabling objective. The low percentage value was assigned because it is

unknown whether this will translate well from class to class where the combination of multiple

intelligences may not be present to make it a meaningful exercise.

VI. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the

classical era to understand and give perspective to historical events and illustrate societal

norms.(Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).

Students will develop a thought process flow chart involved in using primary

sources when evaluating classical literature.

This blueprint point was chosen to highlight that metacognition and self-regulation is built into

the blueprint. Informal ways to gather this depend of the unique characteristics of the learner and

how developed their intrapersonal intelligence is.

VII. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to

changing and developing social, political, economic, cultural, and religious practices and

activities.(Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4, KI-1, PI-1 AND CCLS Reading

std 3).

Analyze and compare the causes of the decline of each civilization.


A similarities and differences chart is provided with this assessment point. This is an

integrative point that brings knowledge together, explicating common threads and

exploring differences.

VIII. Unit Learning Objective: Interpret documents, artifacts, and contemporary film related to

significant developments in the classical era. (Alignment: Std 2, KI-4, PI-2 CCLS Writing stds

1, 2).

Students will demonstrate ability to self-evaluate their own work and learn the

process of thinking to correct them.

This is a metacognitive blueprint point representing 9% of the total points. Hopefully, it

will develop a critical vantage point for improvement of various assignments throughout the unit

and provide a strengthening of self-regulatory behaviors. It gives the opportunity for students to

challenge and improve their interpretations of significant developments in the classical

civilizations. The turn and talk chart (included in the appendix) is one informal way to

accomplish this by gathering feedback to reflect upon. Other self-assessment rubrics could be

developed.

Reflection on Assessments

The goal of the blueprint is to provide structure to make professional judgment regarding

the validity of the assessment. If the assessment is an adequate sample of student performance in

each blueprint cell, then content-related evidence of validity exists. The teacher can then infer a

more substantial knowledge base. The blueprint provides such an analytical to breakdown any

gaps that exist in student performance. “Validity is the extent to which an assessment measures

what it intends to measure. Paying attention to validity in choosing a formative assessment can


be complicated. It clearly makes sense to choose a test that is accompanied by a clear statement

of the domain of skill or knowledge it assesses. Without that information it would be very

difficult for teachers to make sense of student scores on formative assessments” (Sharkey &

Murnane, 2006, p. 581). With this approach, feedback is readily available to make adjustments to

instruction and in the type and delivery of assessments. Each cell in the blueprint could be

isolated for further attention and not markedly affect other cells.

Assessment reliability is enhanced with the blueprint because of the multiple points at

which assessment occur. However, the nature of portfolio type assessments and informal

assessments contain subjectivity that may reduce reliability. The key in increasing reliability may

be to engage students more in ownership of their own learning. “Classroom teachers are not

always sure when, what, or how to assess. Teachers lack confidence about choosing how much

to assess or which assessments are most effective and provide the best fit with each of their

students' diverse learning styles (Black and William 1998). Even more disconcerting is some

teachers belief that they should be preparing all assignments, rubrics, and assessments on their

own. As teachers and families attempt to increase student engagement, responsibility, and

satisfaction in the learning process, teachers must give their students more voice, choice, and

agency or social ownership” (Gallavan & Kottler, 2009, p. 154).

Although the blueprint ensures covering and alignment with mandated standards, it also

provides a novel way to look at student learning along a flexible trajectory. It is, in a sense, a

learning progression. Learning progressions may provide supplements to standards-based

education. They are relatively new and these progressions use formative assessment and

instructional correctives to help achieve standards along a continuum of progress. “For example,

standards rarely present a clear conception of how learning progresses in a domain, and curricula


are often organized around scope and sequence charts, usually defining discrete objectives that

are not connected to each other in a larger network of organizing concepts that show a clear

trajectory in learning” (Heritage, Kim, Vendlinski, & Herman, 2009, pp. 29-30). On the attached

blueprint, tasks get more cognitively challenging as you move from left to right, especially in the

content area named integrative. “Learning progressions describe how concepts and skills

increase in sophistication in a domain from the most rudimentary to the highest level, showing

the trajectory of learning along which students are expected to progress. From a learning

progression, teachers can access the big picture of what students need to learn, they can grasp

what the key building blocks of the domain are, while having sufficient detail for planning

instruction to meet short-term goals” (Heritage, Kim, Vendlinski, & Herman, 2009, pp. 29-30).

Viewing a blueprint as a an adaptable tool that allows learning to progress without sacrificing

adaptability while nurturing diverse intelligences is a process worthy of a painter, composer, or

writer. “Eisner (2005) has for many years opposed methodological reductionism, instead

describing teaching as an artistic process that arises from the qualitative judgments of teachers in

a way consonant with Black and William’s (2009) ‘moments of contingency” and Schőn’s

(1987) “indeterminate zone of practice,” which requires teachers and students to regulate

learning by “thinking on their feet.” Eisner parallels the patterns of effective instructional

practice to musical composition and painting:

“The medium and sensory modality differ, but the business of composing relationships

remains. To succeed the artist needs to see, that is, to experience the qualitative relationships that

emerge in his or her work and to make judgments about them” (Eisner, 2004, p. 208).

This is what I expect to see in my classroom—in both planning and in gathering feedback to

improve my teaching.


Conclusion

A teacher would be wise to assume a cautious posture when formulating lesson plans,

assessment blueprints, and strictly scientific approaches to pedagogy. Most educational theory

has a pyscho-scientific foundation and approaches can be thought of as rigid and unchanging,

conjuring up “schools as factories” using the scientific management theories of Frederick Taylor.

Even the term blueprint conjures up a plan that aims to be architecturally sound, unshakeable--

that once built can only change by time consuming reconstruction. A blueprint could easily be

morphed into an artist’s palette. This approach could be likened to what Dewey called flexible

purposing. “Flexible purposing is opportunistic; it capitalizes on the emergent features appearing

within a field of relationships. It is not rigidly attached to predefined aims when the possibility of

better ones emerge. The kind of thinking that flexible purposing requires thrives best in an

environment in which the rigid adherence to a plan is not a necessity. As experienced teachers

well know, the surest road to hell in a classroom is to stick to the lesson plan no matter what”

(Eisner, 2004, p. 6).

Eisner (2004) promulgates a vision of what the field of education might learn and use

from the arts. This form of artistry resonates with me from both a policy and practice

perspective:

The promotion of such thinking requires not only a shift in perspective regarding our

educational aims, it represents a shift in the kinds of tasks we invite students to undertake, the

kind of thinking we ask them to do, and the kind of criteria we apply to appraise both their work

and ours. Artistry, in other words, can be fostered by how we design the environments we

inhabit. The lessons the arts teach are not only for our students, they are for us as well” (p. 9).


This philosophy has rewards for both the teacher and student. In the eastern spiritual

tradition there is a promise and reward for this pedagogical toil: when the student is willing, the

teacher appears.


References

Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for

supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24-40.

Eisner, E. (2004, October). What can education learn from the arts about the practice of

education? International Journal of Education & the Arts, 5(4), 1-12.

Gallavan, N., & Kottler, E. (2009, July/August). Constructing rubrics and assessing progress

collaboratively with social studies students. The Social Studies, pp. 154-158.

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences.

Educational Researcher, 18(4), 4-9.

Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless

process in formative assessment? Educational Measurement: Issues and Practice, 28(3),

24-31.

Macintyre, L., Buck, G., & Beckenhauer, A. (2007, March 7). Formative assessment requires

artistic vision. International Journal of Education & the Arts, 8(4), 1-23.

Moran, S., Kornhaber, M., & Gardner, H. (2006, September). Orchestrating multiple

intelligences. Educational Leadership, 22-27.

Sharkey, N. S., & Murnane, R. J. (2006, August). Tough choices in designing a formative

assessment system. American Journal of Education, 112, 572-589.


Appendix – Formative Assessments

Formative Assessment 1



Selected response content test.pdf



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Applying an Assessment Blueprint Timothy Higgins Marist ... · Applying an Assessment Blueprint Timothy Higgins Marist College ... Professor Szabo ... to multiple intelligences and