Assessment

FOR

Learning

Katie Moirs, Ph.D

Assessment Literacy

•Classroom Level•Benchmark Level•Institutional Level

Monitor or

Increase Student Achievement?

Assessment Course:

•Applied Cognitive Theory/Ed Psych•Assessment Tool Development and Use•Data Analysis and Interpretation•Differentiation of Instruction

SOLUTION?

•Anderson and Krathwohl, 2000 (Revised Bloom’s Taxonomy)

•Crystalized/Fluid Abilities

•Novice/Expert Research

•Stiggins

Cognitive Frameworks

Anderson and Krathwohl, 2000

Knowledge Dimensions:

•Facts •Concepts •Procedures •Metacognition

Cognitive Process Dimensions:

•Remember •Understand •Apply •Analyze •Evaluate •Create

Map

Onto

Crystalized & Fluid Abilities

Near Transfer

Far Transfer

CrystalizedAbilities

FluidAbilities

Familiar Novel

Abilities are transferable knowledge and cognitive skills

•Problem Solving•Problem Finding•Abstract Reasoning•Creativity

•Specific Acquired Knowledge•Basic Skills•Basic Procedures•Facts

Novice/Expert Research

Near Transfer

Far Transfer

CrystalizedAbilities

FluidAbilities

Familiar Novel

Sophisticated Knowledge Base = Sophisticated Reasoning

Experts: more abstract formation of problem representation than novices

NOVICE EXPERT

Richard Stiggins

•Knowledge Mastery

•Reasoning Proficiency

•Skills

•Ability to Create Products

•Dispositions

Achievement Targets:

Assessment Types

Selected-Response Format

Constructed-Response Format

Brief Constructed- Response

Performance-Based Assessment

Product Performance Process-Focused

Pulling It All Together

•Knowledge Mastery•Reasoning Proficiency•Skills•Ability to Create Products•Dispositions

Novice Expert

CrystalizedAbilities

FluidAbilities

Remember – Understand – Apply – Analyze – Evaluate - Create (A&K)

(Stiggins)

Selected-Response Constructed Response

You Can Never Assess You Can Never Assess Anything Anything

PERFECTLYPERFECTLY

Observed score = True Score + ErrorObserved score = True Score + Error

Reliability/Validity Tradeoff

Selected-Response Constructed Response

As we move along the continuum, R & V decreaseBUT, right end of continuum is what matters most!

High ReliabilityHigh Validity

Low ReliabilityLow Validity

a. Valid, not reliableb. Valid and reliablec. Not valid, not reliabled. Not valid, reliable

b. Valid and reliable

d. Not valid, reliablea. Valid, not reliable

c. Not valid, not reliable

1 2

43

What Makes Performance Assessment What Makes Performance Assessment High Quality?High Quality?

• Clear and Appropriate Learning TargetsClear and Appropriate Learning Targets• Observable Indicators of PerformanceObservable Indicators of Performance• Appropriateness of Assessment MethodsAppropriateness of Assessment Methods• Trained AssessorsTrained Assessors

•Classroom Level•Benchmark Level•Institutional Level

Monitor or

Increase Student Achievement?