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Grand Island K-8 Grand Island K-8 SCIENCESCIENCE
Common Formative Common Formative Assessments Assessments
for for ScienceScience
Monica Burgio Daigler, Erie 1 Monica Burgio Daigler, Erie 1 BOCESBOCES
ReviewReview
Look at Maps/Feedback Look at Maps/Feedback and Vocabularyand Vocabulary Summarize Summarize
work/progress thus farwork/progress thus far
Let’s talk about feedbackLet’s talk about feedback
KK 11 22 33 44 55 66 77 88
Maps
Vocabulary
Make Modifications…Make Modifications…
Overview of CFAsOverview of CFAs
Read handout from Larry Ainsworth, the CFA guru
Tossed TermsDiscuss
Summative -- Assessment OF Summative -- Assessment OF LeaLearningrning
Summative assessment for unit, quarter, semester, grade level, or course of study
Provides “status report” on degree ofstudent proficiency or mastery relative to targeted standard(s)
Stephanie L. Bravmann, Assessment’s “Fab Four.”Education Week, March 17, 2004, p. 56
Summative -- Assessment OF Summative -- Assessment OF LeLearningarning
Answers question: “Have students achieved the goals defined by a given standard or group of standards?”
Helps teachers judge effectiveness of their teaching practices
Intended to support the assignment of grades
Formative -- Assessment Formative -- Assessment FORFOR LeLearningarning
Formative: given before and during the teaching process
Diagnostic: intended to be used as a guide to improve teaching and learning
Answers key questions: Do students possess critical pre-requisite skills and knowledge? Do students already know some of the material that is to be taught?
Formative -- Assessment FOR Formative -- Assessment FOR LeLearningarning
Provides teachers with information they need to create appropriate work for groups of learners or individual students
Not typically used to assign grades
““Tasting the Soup”Tasting the Soup”
Step by Step….Step by Step….
How to create a How to create a quality CFA…quality CFA…
Steps to Creating a CFASteps to Creating a CFA
Identify power standards from longitudinal data
Determine topics to address with CFA
Deconstruct test items to determine skills and big ideas
Write essential questions matched to skills and big ideas
Design CFA
Secured Vocabulary
General Item Writing Tips…General Item Writing Tips…
Quality items shouldQuality items should– Reflect higher order thinking skills Reflect higher order thinking skills
(HOTS)(HOTS)– Students should not be able to answer Students should not be able to answer
by by recallrecall, the should have to , the should have to apply apply their their knowledgeknowledge
– Be brief and clear—goal is to “test Be brief and clear—goal is to “test mastery of material, not students’ ability mastery of material, not students’ ability to figure out what you’re asking.” to figure out what you’re asking.” ––Richard StigginsRichard Stiggins
Things to Consider…Things to Consider…
Design fair and bias free items (no Design fair and bias free items (no bias toward gender, ethnicity, or bias toward gender, ethnicity, or language)language)
Format items to match district Format items to match district benchmark assessments, final benchmark assessments, final exams, and state testsexams, and state tests
Top 5 Roadblocks to Effective Top 5 Roadblocks to Effective Item Item WritingWriting
1.1. Unclear Directions or Ambiguous Unclear Directions or Ambiguous StatementsStatements
2.2. Unintentional CluesUnintentional Clues
3.3. Complex PhrasingComplex Phrasing
4.4. Difficult VocabularyDifficult Vocabulary
W. James Popham, Test Better, Teach Better, 2003, p. 64W. James Popham, Test Better, Teach Better, 2003, p. 64
Two Major Types of Two Major Types of AssessmAssessmentent Items Items
Selected ResponseSelected Response
Constructed ResponseConstructed Response
Selected ResponseSelected Response
Requires students to select one Requires students to select one response from a provided list or response from a provided list or provide very brief answerprovide very brief answer
Types include: multiple choice, true-Types include: multiple choice, true-false, matching, short answer/fill-infalse, matching, short answer/fill-in
Can be used to effectively assess Can be used to effectively assess students knowledge of factual students knowledge of factual information, basic concepts, and basic information, basic concepts, and basic skillsskills
Selected ResponseSelected Response
Benefit:Benefit: Student answers can be Student answers can be quickly scored and objectively scored quickly scored and objectively scored as correct or incorrectas correct or incorrect
Drawback:Drawback: Tends to promote Tends to promote memorization of factual information, memorization of factual information, rather than evidence of higher-level rather than evidence of higher-level understanding—understanding—unless the items are unless the items are deliberately designed to do sodeliberately designed to do so..
Reasons for Selected Reasons for Selected RespoResponsense
Better content domain samplingBetter content domain sampling Higher reliabilityHigher reliability Greater efficiencyGreater efficiency ObjectivityObjectivity Measurability for HOTSMeasurability for HOTS Mechanical ScoringMechanical Scoring
Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, pp 65-67pp 65-67
Reasons Against Selected Reasons Against Selected ResponseResponse
Emphasis on learning of isolated Emphasis on learning of isolated facts (teaching to the test)facts (teaching to the test)
Inappropriate for some Inappropriate for some writing/creative purposeswriting/creative purposes
Lack of student writingLack of student writing
Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, pp 65-671997, pp 65-67
Multiple Choice to Assess Multiple Choice to Assess HiHigher gher Level Thinking?Level Thinking?
Common myth is that Common myth is that multiple choice items ONLY multiple choice items ONLY assess lower-level thinking assess lower-level thinking skills and therefore will not skills and therefore will not be appropriate for be appropriate for evaluating students higher-evaluating students higher-level thinking skills.level thinking skills.
Dispelling the MythDispelling the Myth
““Research has not yet been done to Research has not yet been done to prove this point. If you want to prove this point. If you want to measure understanding and some measure understanding and some types of mental skills and abilities, types of mental skills and abilities, multiple choice formats can be written multiple choice formats can be written to measure these behaviors to measure these behaviors effectively.”effectively.”
Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, p. 98p. 98
Criteria for Writing SelectCriteria for Writing Selecteded Response ItemsResponse Items
1.1. Write clearly in a focused mannerWrite clearly in a focused manner
2.2. Ask a question with only Ask a question with only oneone best best answeranswer
3.3. Write items consistent with grade level Write items consistent with grade level reading expectation reading expectation
4.4. Eliminate clues leading to correct answerEliminate clues leading to correct answer
5.5. Make response options Make response options briefbrief
Adapted from Richard J. Stiggins, Student-Centered Assessment, 2001.Adapted from Richard J. Stiggins, Student-Centered Assessment, 2001.
Constructed ResponseConstructed Response
Includes short-and extended response Includes short-and extended response (i.e. short answer prompts, essays, and (i.e. short answer prompts, essays, and problem solving requiring writingproblem solving requiring writing
Requires students to organize and use Requires students to organize and use knowledge and skills to answer a knowledge and skills to answer a question or complete a taskquestion or complete a task
Requires scoring guide (rubric) to Requires scoring guide (rubric) to evaluate degree of student proficiencyevaluate degree of student proficiency
Constructed Response IteConstructed Response Itemsms
Benefit:Benefit: Provide teachers with more Provide teachers with more valid inferences about student valid inferences about student understanding than those derived understanding than those derived from selected response itemsfrom selected response items
Drawbacks:Drawbacks: Take longer to score; Take longer to score; can have errors in design; dependent can have errors in design; dependent on student writing proficiency; on student writing proficiency; challenge to score accuratelychallenge to score accurately
More Valid Inferences from More Valid Inferences from Constructed ResponseConstructed Response
““Because a student really needs to Because a student really needs to understand something in order to understand something in order to construct a response based on that construct a response based on that understanding students’ responses to understanding students’ responses to these sort of items will better these sort of items will better contribute to valid inferences than will contribute to valid inferences than will students’ answers to selected-response students’ answers to selected-response items”items”
W. James Popham, Test Better, Teach Better, 2003, p. 87W. James Popham, Test Better, Teach Better, 2003, p. 87
Resources for Common Resources for Common FormFormativeative Assessment Items Assessment Items
Textbook Questions (that meet Textbook Questions (that meet criteria for well-written items)criteria for well-written items)
Assessment or evaluation Assessment or evaluation components of text seriescomponents of text series
State ExamsState Exams Check for permission to duplicate Check for permission to duplicate
copyrighted material!copyrighted material!
Creating a Scoring GuideCreating a Scoring Guide
Scoring Guide (Rubric)Scoring Guide (Rubric)– A set of general and/or specific criteria used to A set of general and/or specific criteria used to
evaluate student performance on a given taskevaluate student performance on a given task– Descriptions of competence or proficiencyDescriptions of competence or proficiency– Identifies degree of proficiency student has Identifies degree of proficiency student has
reached in relation to particular reached in relation to particular standard/content areastandard/content area
ProficientProficient– The level of performance students must meet The level of performance students must meet
to demonstrate attainment of particular to demonstrate attainment of particular standardsstandards
Avoid Subjective LanguaAvoid Subjective Languagege
Such as…Such as…
– CompleteComplete– PartialPartial– AdequateAdequate– GeneralGeneral– SuccessfulSuccessful– GoodGood
– NiceNice– SomeSome– FewFew– ManyMany– MostMost– LittleLittle– CreativeCreative
Strive for Objective Strive for Objective LanguageLanguage
Language that is Language that is – SpecificSpecific– MeasurableMeasurable– ObservableObservable– UnderstandableUnderstandable– Matched to task directionsMatched to task directions
Next Steps…Next Steps…
oWork in grade levels to decide on modifications to CFA’s (secured learning)
oCreate/modify CFA’s
oCreate a scoring guide and rubric to CFA
Last StepLast Step
Agenda/Presentation Agenda/Presentation on October 23on October 23rdrd