Assessment Literacy and Formative Assessment Resource ... · Formative Assessment Resource Development Training ... , learning goals, and learning targets ... written in student-friendly

AssessmentLiteracyandFormativeAssessment

ResourceDevelopmentTraining

PresentedbyMarzano Researchfor

WyomingDepartmentofEducationFall2017

Ms.JanK.Hoegh,[email protected]

2

Day#1LearningOutcomes:o Gainanawarenessoftheresearchregardingclassroomassessment.o Understandthedifferencesamongobtrusive,unobtrusive,and

student-generatedassessmentsandhowtouseeachintheclassroom.o Learnessentialpracticesforclassroomassessment:

1) Identifyprioritystandardsforinformingclassroomassessmentdevelopment.2) Provideclearunderstandingofstandards,learninggoals,andlearningtargets

throughproficiencyscaledevelopment.3) Provideinstructionthatfocusesontheprioritystandard.4) Providefrequentandmeaningfulfeedback.5) Provideopportunitiesforstudentstosetgoals,reflectonlearning,andtracktheir

ownprogress.

Day#2LearningOutcomes:o Learnaboutcommonassessmentdevelopmentanduseformonitoring

studentprogresstoessentialcontent.o Learnaboutdevelopinghigh-qualityperformanceassessments.o Exploretechnicalqualitycomponents(validity,reliability,fairness)of

classroomassessment.

MarzanoResearch2017wmarzanoresearch.com

888.849.0851 marzanoresearch.com

Whatdegreeofimportancewouldyouassigntobeinganexpertonclassroomassessment?

Why?

Whatnumberbestrepresentsyourdegreeofassessmentliteracywhenyoubecamea

teacher?

1 4 532

LEAST MOST

3MarzanoResearch2017wmarzanoresearch.com

Before Statements After A D 1. Assessment is one means of

offering feedback to learners. A D

A D 2. While there are multiple types of classroom assessment, obtrusive assessment should be used more frequently than other types.

A D

A D 3. The terms standard, learning goal, and learning target mean the same thing.

A D

A D 4. A teacher need only be concerned about teaching content considered priority.

A D

A D 5. A proficiency scale articulates a learning progression. A D

A D 6. All proficiency scales should be written in student-friendly language.

A D

A D 7. A proficiency scale is to be used by the classroom teacher only. A D

A D 8. All items on an assessment should be written to align with Score 3.0 on the proficiency scale.

A D

A D 9. Effective feedback is corrective in nature. A D

A D 10. A common assessment typically results in data discussions. A D

Please complete the anticipation guide…

4

ClassroomAssessmentsTypes

Type Description NotesObtrusive Obtrusiveassessmentsinterruptthe

normalflowofactivityintheclassroom.Instructiondoesnotoccurduringobtrusiveassessments.Instead,instructionstopswhilestudents“taketheassessment”(hencethetermobtrusive).

Unobtrusive Unobtrusiveassessmentsdonotinterrupttheflowofactivity intheclassroom.Infact,studentsmightnoteven beawarethattheyarebeingassessedduringanunobtrusiveassessment.ThesetypesofassessmentsareoftenusedwithProceduralknowledgebutcanalsobeusedtoassessDeclarativeknowledge.

Student-Generated Student-generatedassessmentsareprobablythemostunderutilizedformofclassroom assessment.Asthenameimplies,adefiningfeatureofstudent-generatedassessmentsisthatthestudentsgenerateideasaboutthemannerinwhichtheywilldemonstratetheircurrentstatusonagiventopic.Teachersmightconsiderchoiceboardstoofferideastogetstudentsinvolvedinthistypeofassessment.

UsesofAssessmentData:Instructional Feedback

FormativeScores

Summative Scores

5Formative Assessment and Standards-Based Grading • © 2010 Marzano Research Laboratory • marzanoresearch.com

Visit marzanoresearch.com/classroomstrategiesthatwork to download this page.

REPRODUCIBLE 35

Exercise 2.1

Obtrusive, Unobtrusive, and Student-Generated Assessments

After reading each of the following classroom assessment scenarios, determine whether it is best classified as an example of obtrusive, unobtrusive, or student-generated assessment.

1. Mona is very close to receiving an A on the content that has been covered in her art class this quarter. She approaches the teacher and proposes that she provide a sketch to show she has mastered the techniques presented during the quarter.

2. After teaching the concept of a thesis statement, discussing examples of successful thesis statements, and providing the students with opportunities for practice, Mr. Grace gives his students a topic and asks them to write a corresponding thesis statement. He scores the effectiveness of the thesis statements using a rubric and records the scores for each student.

3. After teaching a unit on editing and revising, Ms. Minturn asks her students to pull out a hard copy of an essay they composed earlier in the year. She breaks the class into pairs and asks them to read and suggest edits and revisions on their partners’ essays. She collects the revisions and grades each student according to a rubric on the effectiveness of his or her editing.

4. Mr. Davis is teaching a unit on shading. He takes his class to an outside garden, and while the students are creating compositions focusing on the shadows and colors they see, he walks around and observes their progress. Without interrupting, he records an assessment score for each student in his gradebook.

5. Ms. Lewis has been working with her students on a cooperative learning goal. While she is monitoring recess, she notices four of them working together to complete a double-dutch jump rope game. Because all four students have to cooperate to reach their goal, Ms. Lewis decides these students have fulfilled the requirement for score 3.0 on the rubric she has designed for cooperative skills.


ImportantConsiderationsforWritingProficiencyScales

Followthesestepsforgettingclearaboutwhatstudentsshouldknowandbeabletodo:• First,workcollaborativelytoidentifythemostimportantstandards.• Then,developaproficiencyscaleforeachstandard(topic)thatisidentifiedas

priority.• Besuretousethescalestoplaninstructionandassessment.

WhatIsaGuaranteedandViableCurriculum?• Aviablecurriculumisawell-

articulatedsetofknowledgeandskillsthateverychildshouldlearningradesK-12.Viablealsomeansitcanbetaughtforunderstandinginthetimeavailable.

• Aguaranteedcurriculummeansitistaughtineveryclassroomineveryschool.

NeedToKnow

ImportantToKnow

NiceToKnow

WhataretheCriteriaforPriority?• Endurance:Willthisprovideknowledgeand

skillsthatarevaluablebeyondasingletestdate?

• Leverage:Willthisprovideknowledgeandskillsthatarevaluablewithinmultipledisciplines?

• Readiness:Willthisprovidestudentswithtoolsforsuccessatthenextgradelevelorcourse?

• Teacherjudgment:Isthisskillorknowledgecriticalforallstudentstoknoworbeabletodo?

• Assessmentconnection:Willthisskillorknowledgebeassessedonaninstrumentusedforinstructionaldecision-makingoronthehigh-stakesexam?

Aguaranteedandviablecurriculumiscomprisedofthreemainelements.(AdaptedfromMcTigheandWiggins,UnderstandingbyDesign,2005).

7

STANDARDLEARNING GOAL

LEARNING TARGET

STANDARD LEARNINGGOAL LEARNINGTARGETThestudentwill

determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;providea

summaryofthetextdistinctfrompersonalopinionsorjudgments.

The studentwillsummarizeatext

distinctfrompersonalopinionsorjudgments.

Thestudentwillrecognizeorrecall

specificvocabulary,suchas:centralidea,detail,summarize,support,

text,theme.


STANDARD LEARNINGGOAL LEARNINGTARGET


THEME/CENTRAL IDEA

Score4.0

Thestudentwill(forexample):• Analyze multipletextswithdifferent

themes.• Explainhowhe/shehasexperienced

thethemeofatext.

Score3.0

Thestudentwill:• Describeathemeorcentralideaofa

text.• Summarizeagrade-appropriatetext.

Score2.0

Thestudentwill:• Recognizeorrecallspecific

terminology,suchas: centralidea,detail,summarize,support,text,theme.

• Determineathemeorcentralideaofatextfromteacher-providedoptions

• Identifydetailsthatsupportthethemeorcentralideaof atext.

• Summarizeatextusingateacher-providedgraphicorganizer.

9

Score4.0

Inadditiontoexhibitinglevel3performance,in-depthinferencesandapplicationsthatgoBEYONDwhatwastaughtinclass

Score3.0

Nomajorerrorsoromissionsregardinganyoftheinformationand/orprocesses(SIMPLEORCOMPLEX)thatwereexplicitlytaught

Score2.0

NomajorerrorsoromissionsregardingtheSIMPLERdetailsandprocessesBUTmajorerrorsoromissionsregardingthemorecomplexideasandprocesses

Score1.0

WithHELP,apartialknowledgeofsomeofthesimplerandcomplexdetailsandprocesses

Score0.0

Evenwithhelp,nounderstandingorskilldemonstrated

ProficiencyScales

ProficiencyScale“LookFors”

ScalesSHOULD:² Articulatealearningprogression.² Bepostedandabletobereadbystudents.² Bewritteninstudent-friendlylanguage(when

appropriate).² Bereferencedduringthelesson.

StudentsSHOULDbeabletoexplain:² Themeaningofthelevelsofperformance

articulatedinthescale.


10

Scale Practice Template

Score 4.0 – more complex Demonstrations of learning that go above and beyond what was explicitly taught

The student will:

Score 3.0 – the learning goal(s) or expectation(s) for all

The student will:

Score 2.0 – the simpler stuff Foundational knowledge, simpler procedures, isolated details, vocabulary

The student will:

Score 1.0

With help, the student can perform Score 2.0 and 3.0 expectations

Score 0.0 Even with help, the student cannot perform expectations


11

Notes:


Important)Idea)#1…)!!

Proficiency!scales!provide!clear!focus!for!instruc4on!to!essen4al!

learning!goals.!


Important)Idea)#2…)!!

Proficiency!scales!serve!as!the!framework!for!a!high6quality!classroom!

assessment.!


Important)Idea)#3…!!

Proficiency!scales!ensure!alignment!of!curriculum,!instruc4on,!assessment,!

and!feedback.!


9(Marzano(Research(2015(!(marzanoresearch.com(

MARZANO Research Laboratory888.849.0851 marzanoresearch.com

MarzanoResearch2017wmarzanoresearch.com 12

13

78 | REPRODUCIBLE

Learning by Doing © 2006, 2010 Solution Tree Press • solution-tree.comVisit go.solution-tree.com/PLCbooks to download this page.

Reviews of accountability data from hundreds of schools reveal the schools with the greatest gains in achievement consistently employ common assessments, nonfiction writing, and collaborative scoring by faculty (Reeves, 2004).

Powerful, proven structures for improved results are at hand. “It starts when a group of teachers meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, and then share and create lessons and strategies to improve upon those levels.” (Schmoker, 2004b, p. 48).

“[Common formative assessments provide] regular and timely feedback regarding student attainment of the most critical standards . . . [and] also foster consistent expectations and priorities within a grade level, course, and department regarding standards, instruction, and assessment. . . . Most importantly, common formative assessment results enable educators to diagnose student learning needs accurately in time to make instructional modifications.” (Ainsworth, 2007, pp. 95–96)

The schools and districts that doubled student achievement added another layer of testing—common formative or benchmark assessments. These assessments were designed to provide detailed and concrete information on what students know and do not know with respect to specific learning targets (Odden & Archibald, 2009).

The key to improved student achievement was moving beyond an individual teacher looking at his or her classroom data. Instead, it took getting same-grade teacher teams to meet, analyze the results of each interim assessment to understand what concepts in the curriculum were posing difficulty for students, share ideas, figure out the best interventions, and actually follow up in their classrooms (Christman et al., 2009).

In schools that help students burdened by poverty achieve remarkable success, teachers work in collaborative teams to build common formative assessments and use the data to identify which students need help and which need greater challenges. But they also use data to inform teachers’ practice, to discuss why one teacher is having success in teaching a concept and others are not, and what the more successful teacher can teach his or her colleagues (Chenoweth, 2009).

Why Should We Use Common Assessments?

14

PrioritizationofStandards

ProficiencyScales

TestBlueprint

Item/TaskSelectionorDevelopment

AdministrationandScoringGuidelines

DataDiscussions/Analysis

CommonAssessmentDevelopmentCycle



Assessment Attributes Notes1.Weuseproficiencyscalesasthebasisforallassessments.

2.Wewriteassessmentitemsforeachleveloftheproficiencyscale.

3.Weadministercommonassessments andscorethembasedonthelevelsoftheproficiencyscale.

4.Wediscusstheresultsofassessmentswithinthecollaborativeteam.

5.Weuseassessmentsasformativefeedbacktomodifyinstruction.

6.WehavedevelopedSMARTgoalsbasedonproficiency scales.

7.Wehavestudentstracktheirownprogress.

8.Wereportstudentachievementusingastandards-referencedsystem.

EnsuringHigh-QualityClassroomAssessment

Practices

15

16

4.NF.2Comparetwofractionswithdifferentnumeratorsanddifferentdenominatorsusing<,>,and=,andjustifythecomparison

NUMBERANDQUANTITYCompareFractions

Grade4

Score4.0 In additiontoscore3.0performance,thestudentdemonstratesin-depthinferencesandapplicationsthatgobeyondwhatwastaught.• Forexample,given3ormorefractionswithdifferentdenominators,thestudentorders

themleasttogreatestorgreatesttoleast• Forexample,thestudentcomparesimproperand/ormixedfractionswithunlike

denominators

Score3.0 Thestudent:• comparestwofractionswithdifferentnumeratorsanddifferentdenominatorsusing<,>,

and=• justifiesthecomparison

Score2.0 Thestudentrecognizesorrecallsspecificvocabulary,suchas:• compare,comparison,denominator,equivalent,fraction,generate,justify,numeratorThestudentperformsbasicprocesses,suchas:• recognizessymbols,suchas<,>,and=• recognizesandgeneratesequivalentfractions• comparestwofractionswithlikedenominators

Score1.0 Withhelp,thestudentdemonstratespartialsuccessatscore2.0 andscore3.0



4.NF.2&

Name________________ Teacher_____________

Comparetwofractionswithdifferentnumeratorsanddifferentdenominatorsusing<,>,and=,andjustifythecomparison

Score2.0–Solvenumbers1-4.Write<,>,or=foreachpairoffractions.

1. !"___

#"

2. $

%___&%

3. '%___

"%

4. !

$___#$

__/4

Score3.0–Solvenumbers5-8.Write<,>,or=foreachpairoffractions.Justifyyouranswerwithwork,pictures,orwords.

5. !"___

"(

6. '

!___#&

7. ($___

&%

8. #

!___"$

__/8


19

4.NF.2&

Score4.0–Solvethestoryproblembelow.Justifyyouranswerwithwork,pictures,orwords.

9.CindyfeedshercatsFluffy,Mittens,andSpotseachday.Fluffyeats2!"cupsof

foodeachday.Mittenseats2#$cupsoffoodeachday.Spotseats2!%cupsoffood

eachday.Putthecats’namesinorderfromleasttogreatestaccordingtohowmuchtheyeateachday.

____________________________________________________________

__/2


LIFE

SCI

ENCE

He

ritab

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Gr

ade

7 Sc

ore

4.0

The

stud

ent w

ill:

• Di

scus

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her

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aits

and

non

herit

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trai

ts a

ffect

one

ano

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. Sc

ore

3.0

The

stud

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ill:

• Di

ffere

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te h

erita

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trai

ts fr

om n

onhe

ritab

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in re

al-w

orld

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Scor

e 2.

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e st

uden

t will

: •

Reco

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acc

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abo

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nd is

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xam

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of h

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and

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Scor

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e 3.

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ore

0.0

Even

with

hel

p, n

o su

cces

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____

_ Na

me

thre

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aits

you

like

abo

ut y

ours

elf.

Are

thes

e he

ritab

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or n

ot?

Expl

ain

your

ans

wer

. __

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Hem

ophi

lia is

an

inhe

rited

dise

ase

that

pre

vent

s you

r blo

od fr

om c

lott

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Thi

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ight

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uch

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thre

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If y

ou w

ere

born

with

this

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wha

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f thi

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ould

you

hav

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id?

Wha

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f thi

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ight

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be

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at i

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ad?

Wha

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f per

sona

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ight

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at o

ther

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Exp

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or F

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: Al

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are

inhe

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. ___

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____

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ellin

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his

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Late

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ld h

is m

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lost

bec

ause

he

is no

t ver

y sm

art a

bout

wor

ds. D

o yo

u th

ink

this

is co

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hy o

r why

not

? __

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True

or F

alse

: If

your

mom

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ster

s, yo

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ill in

herit

that

fear

from

her

. __

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mot

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ms o

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elf.

He c

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his b

ecau

se S

imon

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bor

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ll, o

r is i

t bec

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he

has s

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for i

tem

s in

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Has

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ach

item

s on

the

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xpla

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our a

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___

____

____

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_ an

d __

____

____

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____

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Assessmen

tItemTy

pesandLevelsofK

nowledge

Type

sofAssessm

ent

Items

LevelsofK

nowledge

Score2.0(sim

pleC

ontent)

Score3.0(atthe

levelof

thestandard)

Score4.0(com

plex

conten

t)Basickno

wledgeandskills

thatstudentshavelearned

durin

gtheinstructionalu

nit—

fairlyeasy

Morecomplexkno

wledgeand

skillsthatstudentshave

learneddu

ringthe

instructionalu

nit—

doableif

stud

ents

participatedin

classroom

instructional

lesson

sandactivities

Inferencesora

pplicationsthat

gobeyon

dwhattheywere

explicitlytaught—

challenging

Selected

Respon

seIte

ms

Shortitemswith

asm

all

numberofcorrectrespo

nses;

optio

nsareofte

ninclu

ded(fo

rexam

ple,m

ultip

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matching,ordering,true/false,

fill-in-the-blank,m

ultip

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respon

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rtwoor

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Constru

cted

Respon

seItemsthatrequireth

econstructio

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(scorin

gguidancerequired)

Essay/Extend

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spon

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seofseveralparagraph

s;coversm

ore

inform

ationandoftenrequ

iresstud

entstoconn

ect,analyze,or

applyinform

ation;usuallyrequiresstud

entstousemultip

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levelsofkno

wledge(scorin

gguidancerequired)

Person

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asquestion-and-answ

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Perfo

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skRequ

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ndcom

petenciesbyperform

ingorprodu

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something(scoringguidancerequired)


22

Example ItemsLearning Goal: Reproduction and Heredity

Score 2.0Matcheachvocabularytermwiththeanswerthatbestdescribesitbywritingtheletterofthecorrectanswernexttoitscorrespondingvocabularyterm.Therearemoreanswersthantherearevocabularyterms,soyouwon’tfindatermforeveryanswer.

(a) Theprocessthatresultsinanoffspringthatisanexactcopyoftheoneparent_____heredity(b) Theproductofthereproductiveprocessofananimalorplant(c) Theprocessofpassinginstructionsforspecifyingtraitsfromonegenerationtoanother_____offspring(d) Theprocessthatinvolvesamaleandfemaleparent(e) Theproductofasexualreproduction _____sexualreproduction(f) Theelementofacellthatcarriesasingleunitofinformation(g) Theproductofacelldividing(h) Theelementofacellthatallowsthecelltosplit _____asexualreproduction(i) Thecontributionofthemaleinthereproductiveprocess(j) Thepartofthecellthathousesthechromosomes _____gene(k) Thetypeofreproductionusedbyallanimalsandallformsofbacteria

Score3.0Whichofthefollowingbestexplainswhatwouldhappentoafieldoffloweringplantsifmostoftheinsectsandbirdsthatvisitedthefieldsuddenlydiedoutandnootherinsectsorbirdsreplacedthem?Whenyouhaveselectedyouranswer,explainwhatisincorrectabouteachoftheanswersyoudidnotselect.

(a) Theplantswouldalldiesoutbecausethebirdsandinsectsleavefertilizerthatmakestheplantsgrow.(b) Theplantswouldn’tbeaffectedtoomuchbecausetheycanlivewithoutbirdsandinsects.(c) Theplantswouldalldiebecauseinsectsandbirdshelptheplantsreproducesexually.(d) Theplantswouldalldiebecausetheinsectsandbirdshelptheplantsreproduceasexually.(e) Somebutnotalloftheplantswoulddiebecausetheinsectsandbirdshelptheplantsreproducesexually.(f) Somebutnotalloftheplantswoulddiebecausetheinsectsandbirdshelptheplansreproduceasexually.

Score4.0Explainthedifferencesbetweeninheritedtraitsandthosethatarecausedbyenvironment.Thenlistsometraitsyouhavethatareinheritedandsomethatarecausedbyenvironment.Finally,explainwhyyouthinkyourbehaviorisaffectedmorebyyourinheritedtraitsoryourenvironmentaltraits.


223

SelectedResponseMultipleChoiceItems


224

MatchingSets&OrderingItems


225

True/FalseandFill-in-the-BlankItems

NOTES:


226

ConstructedResponseItemsandPerformanceTasks


UsingResponseCodestoScoreCommonAssessmentsWiththisapproach,eachstudent’sresponseoneachitemiscodedascorrect,partiallycorrect,orincorrect,asopposedtoassigningpointstoeachitem.Afterscoringindividualitems,theteacherdeterminesthepatternofresponsesandassignsascoreaccordingly.Forexample,ifastudent’sanswersarecorrectonallitemsofthescore2.0sectionofthetest,partiallycorrectontwoitemsofthescore3.0sectionofthetestandcorrectonthethirditemofthescore3.0section,andincorrectonthetwoitemsofthescore4.0sectionofthetest,thatstudentwouldreceiveascore2.5.

Section ItemNumberCorrect,Partially

Correct,orIncorrect?

SectionPattern

Score2.0 1 C

CORRECT2 C3 C4 C5 C

Score3.0 6 PCPARTIALLYCORRECT7 C

8 PCScore4.0 9 I INCORRECT10 I

OVERALLSCORE 2.5Itisimportanttonotethatiftheassessmentaddressesmorethanoneproficiencyscale,studentswillreceiveonescoreperscale,ratherthanoneoverallscore.Thatis,ifanassessmentincludesitemsthatcovertwodifferenttopicsandwasdesignedusingtwoproficiencyscales,astudentmightreceiveanoverallscoreof2.5foronetopicandanoverallscoreof3.0forthesecondtopic.Theteacherdoesnotassignanoverallscorefortheentiretest.


28

EastHighSchoolCommonAssessmentResults

ClassroomResultsBiologyTeacherA PercentProficient

#1: 70%

#2: 90%#3: 60%

BiologyTeacherB PercentProficient#1: 75%#2: 88%#3: 52%

BiologyTeacherC PercentProficient#1: 65%#2: 85%#3: 50%

BiologyTeacherD PercentProficient#1: 72%#2: 75%#3: 45%

EastHighSchoolCommonAssessmentResults– BiologyTeacherA

Item1 Item2 Item3 Item4 Item5 Item6 Item7 Item8 Item9Student1 Y Y N Y Y N N N NStudent2 Y Y Y Y Y Y Y N YStudent3 Y Y Y Y N Y Y N YStudent4 N N N N Y Y N N NStudent5 N Y Y Y N Y Y Y YStudent6 Y N Y Y Y Y N Y NStudent7 Y Y N Y Y N Y N YStudent8 N Y Y N Y Y Y Y YStudent9 Y N N Y Y Y Y N NStudent10 N Y Y Y N Y Y Y YStudent11 Y N Y Y Y Y Y N YStudent12 Y Y Y Y Y Y N Y NStudent13 N Y Y N Y Y Y Y NStudent14 Y Y Y Y Y Y Y N YStudent15 N N N Y Y Y Y N YStudent16 N Y Y Y N Y N N NStudent17 Y Y Y Y N Y Y N YStudent18 N N Y Y Y Y Y N NStudent19 Y Y Y Y Y Y Y Y YStudent20 Y Y Y Y Y Y Y Y NStudent21 N Y Y Y Y Y N N NPERCENTCORRECT 57% 71% 76% 85% 76% 90% 71% 38% 52%


CommonAssessmentDiscussionQuestions

1)Onwhichpartsoftheassessmentdidstudentsperformwell?

2)Onwhichpartsoftheassessmentdidstudentsstruggle?

3)Werethereanypatternsevidentinthestudentresponsesthatweneedtodiscussasateam?

4)Doestheassessmentneedrevising?Whichitems?Why?

5)Whichstudentsareinneedofspecialattention?

Wediscusstheresultsofassessmentswithinthecollaborativeteam.

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Quality Criteria for Classroom

Assessments

1. Assessmentsarevalid.Theassessmentmeasureswhatis intendedtobemeasured.Itproducesaccurateandtruthfulresults.

2. Scoringisconsistent orreliable.Theassessmentproducesbelievableresultsthatmirrorthelearningthathasoccurred.Consistentresultsaregleanedacrossmultipleusersofthetool.

3. Assessmentsandsurroundingprocesses arefair.-Theleveloftheassessmentisappropriate.-Studentshavereceivedadequateopportunitytolearn.-Theassessmentisfreefrombiasandtheformatdoesnotinterferewithstudentsengagingintheassessment.


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!!! !! !! !

!!!

Assessment'Review'Checklist'''

Review'Criteria'Yes' No' Item'#s'

Needing'Revision'

'Comments'

The!assessment!measures!the!knowledge!and!skills!described!in!the!standard.!!!

! ! ! !

The!assessment!is!free!from!bias.!!!!

! ! ! !

The!assessment!is!written!at!the!developmentally!appropriate!level!and!correct!readability!level.!!

! ! ! !

Assessment!items!follow!guidelines!and!are!clearly!written.!!!

! ! ! !

The!Answer!Key!is!accurate!and!matches!the!assessment.!!!

! ! ! !

EVERY!item!has!an!answer.!“Answers!may!vary”!is!typically!not!acceptable.!!

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A!rubric!or!checklist!is!provided,!if!needed.!!!!

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Directions!are!present,!and!are!clear!and!concise.!!!

! ! ! !

The!“Materials!Needed”!list!is!accurate!and!complete.!!!

! ! ! !

!

Assessment'Review'Checklist'Content'Area'___________'

Grade'Level/Course'and'Standard(s)'___________''


31

ProficiencyScale

MeasurementTopic Standards

MakingClaimsandSupportingWith

Evidence

RL.8.1Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.RI.8.1Citethetextualevidencethatmoststronglysupportsananalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.W.8.1.aIntroduceclaim(s),acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.W.8.1.bSupportclaim(s)withlogicalreasoningandrelevantevidence,usingaccurate,crediblesourcesanddemonstratinganunderstandingofthetopicortext.

4.0 • Identifytwocompetingclaimsaboutatext,supporteachwithtextualevidence,anddecidewhichoftheclaimsisbettersupported.

3.5 Inadditiontoscore3.0performance,partialsuccessatscore4.0content

3.0 • Makeclaimsaboutwhataspecifictextsaysexplicitlyanduserelevanttextualevidencetosupportthoseclaims.

2.5 Nomajorerrorsoromissionsregardingscore2.0content,andpartialsuccessatscore3.0content

2.0

• Understandtheconceptofaninference.• Understandtheconceptofaclaimthatissupportedbyevidence.• Understandtheconceptofevidenceexplicitinatext.• Findorrecognizeclaimsthataresupportedbytextualevidenceprovidedbytheteacher.• Findorrecognizetextualevidencetosupportclaimsprovidedbytheteacher.

EXAMPLEASSESSMENT


32

MAKINGANDSUPPORTINGCLAIMSASSESSMENTStandards:RL.8.1,RI.8.1,W.8.1.a,W.8.1.bPartA:Highlightthebestresponsetoeachitem.

1.Whenareadermakesaninferenceaboutatext,thatmeansthatthereaderhasnoticedsomethingthatis_________.

a.directlystated

b.indirectlyhintedat

c.explainedinafootnote

d.notpresentinthetextatall

2.Ifyouarewritinganessayaboutabookandwanttosupportyourclaimwithtextualevidence,thebestthingtodowouldbe_________.

a.citeadirectquote

b.paraphrasethetext

c.refertoaquotefromanexpert

d.eitheraorb

3.ConsiderthefollowingquotefromToKillaMockingbirdandthenselecttheclaimthatitbestsupports:“Mockingbirdsdon’tdoonethingbutmakemusicforustoenjoy.Theydon’teatuppeople’sgardens,don’tnestincorncribs,theydon’tdoonethingbutsingtheirheartsoutforus.Thatwhyit’sasintokillamockingbird”(Lee,1960,p.119).

a.Childrenareoftensmarterthanadultsexpect.

b.Punishinginnocentpeopleiswrong.

c.Someanimalsarepests.

d.Alwaysstandupforwhatyoubelievein.

4.ConsiderthefollowingclaimaboutToKillaMockingbirdandselectthequotethatbestsupportsit:InMaycomb,beingmasculineormanlymeansbeingphysicallyable.

a.“ForsomereasonDillhadstartedcryingandcouldn’tstop;quietlyatfirst,thenhissobswereheardbyseveralpeopleinthebalcony”(Lee,1960,p.265).

b.“Jemgrabbedhisleftwristandmyrightwrist,IgrabbedmyleftwristandJem’srightwrist,wecrouched,andDillsatonoursaddle.Weraisedhimandhecaughtthewindowsill”(Lee,1960,p.70).

c.“Jemwasscarlet.Ipulledathissleeve,andwewerefollowedupthesidewalkbyaphilippiconourfamily’smoraldegeneration,themajorpremiseofwhichwasthathalftheFincheswereintheasylumanyway,butifourmotherwerelivingwewouldnothavecometosuchastate”(Lee,1960,136).

d.“Ourfatherdidn’tdoanything…..Atticusdidnotdriveadump-truckforthecounty,hewasnotthesheriff,hedidnotfarm,workinagarage,ordoanythingthatcouldpossiblyarousetheadmirationofanyone”(Lee,1960,p.118).


5.ConsiderthefollowingclaimaboutToKillaMockingbirdandselectthequotethatbestsupportsit:Womeninthestoryaretypicallypoliteontheoutsidebutcruelunderneath.

a.“Iwonderedattheworldofwomen…..Imustsoonenterthisworld,whereonitssurfacefragrantladiesrockedslowly,fannedgently,anddrankcoolwater.ButIwasmoreathomeinmyfather’sworld.PeoplelikeMr.HeckTatedidnottrapyouwithinnocentquestionstomakefunofyou;evenJemwasnothighlycriticalunlessyousaidsomethingstupid”(Lee,1960,pp.312–313).

b.“Ifeltthestarchedwallsofapinkcottonpenitentiaryclosinginonme,andforthesecondtimeinmylifeIthoughtofrunningaway”(Lee,1960,p.182).

c.“WhenwearrivedattheLanding,AuntAlexandrakissedUncleJack,FranciskissedUncleJack,UncleJimmyshookhandssilentlywithUncleJack”(Lee,1960,p.107).

d.“MissCarolinewasnomorethantwenty-one.Shehadbrightauburnhair,pinkcheeks,andworecrimsonfingernailpolish.Shealsoworehigh-heeledpumpsandared-and-white-stripeddress.Shelookedandsmelledlikeapeppermintdrop”(Lee,1960,p.21).PartB:Craftaresponsetoeachitem.Selectafonttooff-setyourresponsefromtheitemtext.1.ExaminethefollowingthreequotesfromToKillaMockingbirdandmakeaclaimthatissupportedbyallthree.Then,explainhoweachquotesupportsyourclaim.

“MissCarolineseemedunawarethattheragged,denim-shirtedandfloursack-skirtedfirstgrade,mostofwhomhadchoppedcottonandfedhogsfromthetimetheywereabletowalk,wereimmunetoimaginativeliterature”(Lee,1960,p.22). “InMaycomb,ifonewentforawalkwithnodefinitepurposeinmind,itwascorrecttobelieveone’smindincapableofdefinitepurpose”(Lee,1960,p.199). “[Atticus]didnotdothethingsourschoolmates’fathersdid:heneverwenthunting,hedidnotplaypokerorfishordrinkorsmoke.Hesatinthelivingroomandread”(Lee,1960,p.118).2.MakeaclaimaboutthewaymostcitizensofMaycombtreatchildrenandthewayAtticustreatschildren.Findatleasttwopiecesoftextualevidencetosupportyourclaim.3.MakeaclaimaboutathemeorpointthatHarperLeeconveysthroughthestoryofTomRobinson’sarrestandtrial.Useatleastthreepiecesoftextualevidencetosupportyourclaim.PartC:Craftaresponsetothisitem.Selectafonttooff-setyourresponsefromtheitemtext.Maketwoopposingclaimsaboutatheme,character,relationship,orothersituationinToKillaMockingbird.Supporteachclaimwithatleasttwopiecesoftextualevidenceandthenexplainwhichclaimisbettersupported.



WRI

TING

Argu

men

tativ

e

Grad

e 8

Scor

e 4.0

In ad

ditio

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scor

e 3.0

perfo

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uden

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s in-

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wha

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Sc

ore 3

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In ad

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to sc

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rform

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, par

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t sco

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Scor

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The s

tude

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-app

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to su

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ms w

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ear r

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(W.8.

1)

Sa

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Stud

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indep

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prom

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using

a ru

bric

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s.

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et cu

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your

scho

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drop

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and

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and

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itionin

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sses

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hav

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iends

in

both

prog

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. Write

an a

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uppo

rting

a de

cision

on w

hich c

lass t

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.

Sc

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.5

No m

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rrors

or o

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egar

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core

2.0 c

onten

t, an

d pa

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succ

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t sco

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ntent

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tude

nt w

ill re

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all sp

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abul

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such

as:

• arg

umen

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onclu

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tatem

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credib

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viden

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easo

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sour

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uppo

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The s

tude

nt w

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rform

bas

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oces

ses,

such

as:

• ide

ntify

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char

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mod

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gum

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ompo

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• w

rite

argu

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Sam

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ties:

Af

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scus

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edica

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t dea

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th fa

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cces

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num

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Writ

e a le

tter t

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ither

for o

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inst th

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to

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Sc

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at sc

ore

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ntent,

and m

ajor e

rrors

or o

miss

ions r

egar

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scor

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cont

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Scor

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help

, par

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scor

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cont

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nd sc

ore 3

.0 co

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Sc

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.5

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help,

parti

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core

2.0

cont

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core

3.0

cont

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Scor

e 0.0

Even

with

help

, no

succ

ess


Argumentative Writing Scoring Rubric Score Statement of

Purpose/Focus Organization Elaboration of Evidence

Language and Vocabulary Conventions

4

The response is fully sustained and consistently and purposefully focused: • Claim is clearly stated,

focused and strongly maintained

• Claim is introduced and communicated clearly within the context

The response has a clear and effective organizational structure creating unity and completeness: • Effective, consistent use

of a variety of transitional strategies

• Logical progression of ideas from beginning to end

• Effective introduction and conclusion for audience and purpose

• Strong connections among ideas, with some syntactic variety

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: • Use of evidence from

sources is smoothly integrated, comprehensive, relevant, and concrete

• Effective use of a variety of elaborative techniques

The response clearly and effectively expresses ideas, using precise language: • Use of academic and

domain-specific vocabulary is clearly appropriate for the audience and purpose

The response demonstrates a strong command of conventions: • Few, if any, errors are

present in usage and sentence formation

• Effective and consistent use of punctuation, capitalization, and spelling

3

The response is adequately sustained and generally focused: • Claim is clear and for the

most part maintained, though some loosely related material may be present

• Context provided for the claim is adequate

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: • Adequate use of

transitional strategies with some variety

• Adequate progression of ideas from beginning to end

• Adequate introduction and conclusion

• Adequate, if slightly inconsistent, connection among ideas

The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general: • Some evidence from

sources is integrated, though citations may be general or imprecise

• Adequate use of some elaborative techniques

The response adequately expresses ideas, employing a mix of precise with more general language: • Use of domain-specific

vocabulary is generally appropriate for the audience and purpose

The response demonstrates an adequate command of conventions: • Some errors in usage and

sentence formation may be present, but no systematic pattern of errors is displayed

• Adequate use of punctuation, capitalization, and spelling

2

The response is somewhat sustained and may have a minor drift in focus: • May be clearly focused

on the claim, but is insufficiently sustained

• Claim on the issue may be somewhat unclear and unfocused

The response has an inconsistent organizational structure, and flaws are evident: • Inconsistent use of basic

transitional strategies with little variety

• Uneven progression of ideas from beginning to end

• Conclusion and introduction, if present, are weak

• Weak connection among ideas

The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth: • Evidence from sources is

weakly integrated, and citations, if present, are uneven

• Weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: • Use of domain-specific

vocabulary may at times be inappropriate for the audience and purpose

1

The response may be related to the purpose but may offer little relevant detail: • May be very brief • May have a major drift • Claim may be confusing

or ambiguous

The response has little or no discernible organizational structure: • Few or no transitional

strategies are evident • Frequent extraneous

ideas may intrude

The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details: • Use of evidence from

sources is minimal, absent, in error, or irrelevant

The response expression of ideas is vague, lacks clarity, or is confusing: • Uses little language or

domain-specific vocabulary

• May have little sense of audience and purpose

Session'Reflection'Sheet''

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