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QUALITY ASSESSMENT

Jackson County Social Studies Network MeetingJanuary 24, 2011

Information Provided By:Tovah Sheldon

Data, Curriculum & Assessment Coordinator

Jackson County [email protected]

http://www.powerpointstyles.com/


mailto:[email protected]

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Objectives:• Educators will learn additional or extended

information regarding assessment best practices.

• Educators will analyze their current assessment strategies for validity & reliability.

• Educators will begin the process to adjust any components of their process based on new knowledge and allotted time.



A Good Assessment is Accurate & Used EffectivelyAccurate Effective

Clear Purpose: we, the users, know why we are giving the assessment, and who will use the data and how it will be used

Sound Communication: we know the results from the assessment will be clearly shared in a consistent, meaningful and purposeful way with all the appropriate users.

Clear Targets: we know what we want students to know, be able to do, think and believe and these expectations are clearly articulated for students

Involves Student/Learner: remember students are the primary users of the majority of assessment data produced in an effective learning system.

Sound Design: we have matched the appropriate assessment method to the type of learning target we are measuring and have accounted for bias and distortion and have an adequate sample of evidence



According To Rick Stiggins…

Stiggins, “Classroom Assessment for Student Learning: Doing it Right – Using it Well”, p. 13. (Figure 1.2 Keys to Quality Classroom Assessment)



Without a clear purpose, you may build assessments that are not very

useful…• Assessments with different

purposes should be built differently

• The type(s) of reporting wanted/required should guide assessment development



Reasons for Assessment• There are several reasons why

teachers assess students:– Determine why students are struggling

to learn certain concepts– Provide remedial instruction to such

students– Determine how much students have

learned in order to grade them or to rank them

– Determine which learning targets to address next in class



Reasons for Assessment• There are ways how administrators

use assessment data on students:– Select students for special programs– Determine readiness for future learning– Place students in appropriate programs– Determine the adequacy of student

performance (accountability)



Reasons for Assessment• Students use assessment data in

several ways, too:– Determine where they are on a learning

progression– Determine next steps in their own

learning– Direct their independent learning inside

and outside of the classroom– Deciding whether and how to continue

learning



Reasons for Assessment Continued…• The bottom line is that no single assessment will serve

every user and every use

– Diagnostic information may be helpful to the teacher but not much use to an administrator

– Standardized tests are not of much use to the teacher but may be so to the public

• We need to select/develop tests that meet the needs of users

• THEREFORE… You can’t build a test to meet your needs if you don’t know what your needs are!



According To Rick Stiggins…

Stiggins, “Classroom Assessment for Student Learning: Doing it Right – Using it Well”, p. 13. (Figure 1.2 Keys to Quality Classroom Assessment)



The Assessment Continuum

Quality Items

Quality Assessments

Quality Balanced Assessment System

Type of assessment items & quality

filters

Blueprint, accessible data

& administration

practices create

accurate evidence of

student learning.

The combination of external and internal quality assessments

show longitudinal student learning and reflect the process &

systems of curriculum,

instruction, etc.

Deductive



Quality Filters• See handout…

ITEM

Clear Target Can you articulate the ONE specific content expectation/college readiness standard the item is assessing?

Notes:

Content Match Does the item match the content (nouns) required by the expectation?

Notes:

Performance Match Does the Item match the performance (verbs) required by the content expectation? (Relates to the level of cognitive demand)

Notes:

STEM Use Clear LanguageEven if the student doesn't know the answer, would s/he understand what the question is asking? (Additionally, relates to the 7 forms of bias and the extent of developmentally appropriate language)

Notes:

ANSWER CHOICES

Clear and Appropriate Answer or Analytic Rubric

Selected Response Must Have One Correct Answer: Do the answer choices contain 1 correct answer, and 3 incorrect, yet equally viable choices?Constructed Response/Performance Assessment and Oral Communication Must Have an Analytic Rubric Correlated to the Learning Target

Notes:

Foils / Distractors Need to be Plausible (Applies to Selected Responses Only)

Can each foil or incorrect answer tell you something about the student's level of learning or where misconceptions may be? (Include feedback for foils)

Notes:



Quality Assessments



• Purposeful Evidence/Data Collection

• Combination of Quality Items/ Purposeful Assessment Structure

• Purposeful Administration Procedure



“If you don't know where you're going, any road will take

you there.”George Harrison (1943 - 2001)"Any Road", Brainwashed, 2002

Adapted from Lewis Carroll



What is a Test Blueprint? Plan for constructing an

assessment… what could/should be included? Explicit Purpose of Assessment Item by Item Identified Learning Targets Levels of complexity & importance

demonstrated by item weight and target reoccurrence.



Assessment Blueprint Sample Item Type

Depth of Knowledge Level

Row

Totals

S-R C-R C-R Perf (points per) Brief Extended Knowledge Reasoning Skills Product Item Target

Learning Target Codes

1.1.1.1 x 1 1

1.1.1.1 x 1 1

1.1.1.1 x 2 2 4

1.2.3.4 x 3 3

1.2.3.4 x 5 5 8

etc.

Column Totals 2 2 1 0 1 6 5 0 12 12

Item & point check sums

5

12

# ofitems 12



Assessment Blueprint Sample

Item #

HSCE Code (with description if

necessary)

Type of Assessment Question

(Multiple Choice, Extended Response,

Performance or Communication

based)

Level of Cognitive Demand

(Evaluation, Synthesis, Analysis, Application, Comprehension, and

Knowledge)

Answer (or

Attached Rubric)

Point Value of Questio

n

Level of Mastery

123

Etc.TOTALS

Assessment Name: _____________________Assessment Explicit Purpose:______________________________________________

Implementation/Administration Tasks (During discussion, please

consider possible stumbling blocks and solutions)

Resources Needed

(Time, Money, Equipment, Documents,

etc.)

PersonResponsible

PeopleInvolve

d

Date when each

task will be

completed

Evidence of Success

Direction to Administer, Analyze, Validate Quality & Revise:



Rule of Thumb Criteria… (All of this should be identified on a test blueprint)

• At least 3 items per target (5 is better) for reliability, especially if you are utilizing selected response as your item type.

• Appropriate distribution of items over targets. (If most of your time is spent teaching specific targets in the classroom, then the assessment should reflect that)

• Levels of complexity/cognitive demand are appropriate for targets and instruction.

• Appropriate ordering of questions to flow logically. (Items should be organized purposefully, either by content, easiest to hardest, etc… not by item type)

• Appropriate and purposeful weighting of items.(Items could be more highly weighted based on difficulty level… not just to make the assessment total a nice round number like 100.)

• Assessment instructions/directions are clear for consistency. (Can students use notes on the test? A calculator? Can they retake part or all if it and if so, no what criteria?)

… Think, if all of this was planned out ahead of time, prior to writing any actual questions, how easy would it be for you to identify or create the best items and/or communicate to other stakeholders the quality and value of the assessment…



Quality Balanced Assessment System

-Uses multiple measures



Big Picture(Your Content Area)

6th Grade

7th Grade

8th Grade

9th Grade/Course

10th Grade/Course

11th Grade/Course

12th Grade/Course

Assessed CurriculumSummativeInterim/ Benchmark

Formative

Do your assessments build linearly (and link) in your classroom AND beyond to give a clear

picture of a student’s educational life? Does one assessment act as a predictor for a future

assessment? Are your assessments for status or growth (or both)?




6th Grade

7th Grade

8th Grade

9th Grade/Course

10th Grade/Course

11th Grade/Course

12th Grade/Course


Formative

Do you use multiple measures to validate student learning? (internal & external

assessments)

Do you provide multiple opportunities for students to verify they have mastered a target?




6th Grade

7th Grade

8th Grade

9th Grade/Course

10th Grade/Course

11th Grade/Course

12th Grade/Course


Formative

Remember Formative, Interim and Summative are not types of assessments but WAYS TO USE the assessment (…so some assessments may be written in more than one place )

Also, think about how NOT ALL assessments that you use must be on this matrix, but if they are not on the matrix, what purpose do they serve?



Theory into Practice – Work Time• Based on your own identified areas

of need or your department’s focus, you have a choice to utilize new knowledge, resources and time to:– Revise, adapt or create specific quality items– Revise, adapt, or create 1 quality assessment

including the blueprint – Identify quality assessments as a purposeful part

of a quality balanced assessment system, collaborate to complete the missing components
