ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
The design pattern is organized around Focal KSAs. They will be involved in the Claim, although
there may be other KSAs that are included in the target of inference (e.g., Model Formation—but what
models, what context?).
Associated with Characteristic Features of Tasks.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
The Rationale provides background into the nature of the Focal KSAs, and the kinds of things that people do in what kinds of situations that evidence it. It contributes to the
Warrant in the assessment argument.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
Additional KSAs play multiple roles. You need to think about which ones you really DO want to include as targets of inference
(validity) and which ones you really DON’T (invalidity).
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
The Additional KSAs you DO want to include as targets of
inference are part of the claim. E.g., knowing Mendel’s laws as well as being able to formulate a
model in an investigation.Connected with Variable Features of Tasks.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
The Additional KSAs you DON’T want to include as
targets of inference introduce alternative explanations for poor
performance. (Especially important for assessing special
populations – UDL & acommodations.)
Connected with Variable Features of Tasks & Work Products.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
The Characteristic Features of Tasks help you think about critical data concerning the
situation –what you need to get evidence about the Focal KSAs.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
Variable Features of Tasks also help you think about data
concerning the situation – but now to influence difficulty …
or to bring in or reduce demand for Additional KSAs to avoid alternative explanations.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
Some Variable Features of Tasks help you match features of tasks and background / knowledge /
characteristics of students: Interests, familiarity, previous
instruction.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
Potential Work Products help you think about what you want to capture from a performance –product, process, constructed
model, written explanation, etc.Can also call attention to demand for Additional KSAs, & avoid alternative explanations (e.g., Stella)
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
Potential Observations are possibilities for the qualities of Work Products – i.e., the data concerning the performance.
ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION
Focal Knowledge,
Skills, Abilities
The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.
Rationale How/why this DP addresses evidence about focal KSAs
Additional KSAs
Other knowledge/skills/abilities that may be required by tasks.
Characteristic features
of tasks
Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.
Variable features of
tasks
Aspects of assessment situations that can be varied to shift difficulty or focus.
Potential work
products
What students actually say, do, or make, to produce evidence.
Potential observation
s
Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.
Potential rubrics
Ways of evaluating work products to produce values of observations.
Claim about student
Warrant for assessment
argument
Alternative explanations
since
so
unless
Data concerning
situation
Data concerning
performance
Other information concerning
student vis a vis assessment
situation
Student acting inassessment situation
sinceWarrant for
scoring sinceWarrant fortask design
How Design Patterns Support Thinking about the Assessment
Argument
How Design Patterns Support Thinking about the Assessment
Argument
And Potential Rubrics are algorithms/rubrics/rules for
evaluating Work Products to get the data concerning the
performance.