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Writing Quality Assessments Striking a Balance in an Era of High-Stakes Testing

Writing Quality Assessments Striking a Balance in an Era of High-Stakes Testing. “From the students’ point of view, the assessment is the curriculum.”. - Tom Angelo , 2008. Sufficient and revealing evidence Performance tasks Level of understanding Criteria for evaluation

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Writing Quality Assessments Striking a Balance in an Era of High-Stakes Testing

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  1. Writing Quality Assessments Striking a Balance in an Era of High-Stakes Testing

  2. “From the students’ point of view, the assessment is the curriculum.” - Tom Angelo, 2008

  3. Sufficient and revealing evidence Performance tasks Level of understanding Criteria for evaluation Misunderstandings Interesting and engaging activities Resource availability Tasks and assignments Grading of work Did the activities work Assessor Activity Director v. - McTighe Sisters UBd for MEI, 2008

  4. When you think of teacher-made tests, what issues come to mind?

  5. Take a minute to jot down what comes to mind 1:00

  6. Time!

  7. Take a minute to discuss your thoughts with your neighbor 1:00

  8. Time! Share your thoughts with the person next to you

  9. Writing Quality Assessments

  10. Writing Quality Assessments Traditional • Forced-choice • Multiple choice • True/false • Fill-in

  11. “You can’t fix by analysis what you bungled by design.” Light, R., Singer, J. & Willett, J. (1990). By Design. Cambridge, MA: Harvard U. Press.

  12. Virginia SOL Assessments • Universal Design • Item Development • Key terms • Life cycle of an item • Item review

  13. Universal Design in Assessment • Inclusive population • Precisely defined constructs • Accessible, non-biased items • Amenable to accommodations • Simple, clear, and intuitive instructions • Maximum readability & comprehensibility • Maximum legibility - VDOE Content Review Training, 2009

  14. Item Development • Accept, Reject, or edit • Accepted items go into the bank • Edits are field-tested again • First field-test - VDOE Content Review Training, 2009

  15. How many students answered correctly? Examine the distribution of wrong answers across the distractors. Does that tell you anything? Is it aligned with the SOL? Is it appropriate? Is it fair? Data Review: Helpful Questions - VDOE Content Review Training, 2009

  16. What does the term G.O.P. mean? a) Grand Old Poobah • Geriatrics On Parade • Good Old Politicians • Grand Old Party • Go Old People

  17. Think about our assessment – testing, marking, and grading –practices . . . 20

  18. Going Beyond the Traditional Can you fatten a pig just by weighing it?

  19. “It’s not what we do, but what students do that’s the important thing.” Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Edition. Berkshire: McGraw-Hill, p. 19.

  20. Aligning Assessments with Standards

  21. An Assessment Example

  22. 3 students

  23. 1 student

  24. 2 students

  25. 5 students

  26. 3 students

  27. 4 students

  28. 1 student

  29. Remember, you are using your mental math skills with this question.

  30. How many bus stops did the bus driver make on this route?

  31. Knowledge Assessment Types Worth being familiar with (40 days) Traditional quizzes and tests •paper/pencil •selected-response •constructed-response --40 month and 40 day Important to know and do (40 months) Performance tasks and projects •open-ended •complex •authentic --40 month and 40 year Enduring Understanding (40 years) What do you want students to know and be able to do……… AND REMEMBER?

  32. Thinking Like an Assessor The student will investigate and understand characteristics and interaction of moving objects (4.2)

  33. The Rigor/Relevance Framework

  34. When is a Task Rigorous? Students… • combine ideas in a new or creative way • develop and justify their own criteria for evaluation • are intellectually challenged • think critically about a problem • analyze new situations • interpret and synthesize knowledge

  35. When is a Task Relevant? Tasks… • Allow students to transfer knowledge and skills beyond the classroom • Build on students’ real-life experiences • Demonstrate value beyond school • Apply or connect to problems of contemporary significance

  36. Rigor/Relevance Framework Teacher/Student Roles Students Think THINKING Students Work WORKING

  37. What Works Best? Brainstorm a list of instructional activities or strategies you regularly used in your classroom or see used in your building…

  38. Rigor/Relevance Framework Teacher/Student Roles Students Think THINKING Students Work WORKING

  39. What Works Best? Brainstorming, Inquiry Learning, Research, Socratic Seminar, Graphic Organizers Presentations, Exhibits, Simulations, Role-Playing, Creative Writing THINKING Cooperative Learning, Problem/Work-Based Learning, Instructional Technology Guided Practice, Lecture, Memorization WORKING

  40. Rigor/Relevance Framework KNOWLEDGE Problems C D 40 years Projects 40 months Activities B A 40 days A P P L I C A T I O N

  41. A Sample Scenario • US Government Standard • Test on the Judicial Branch • 50 multiple choice, 15 matching, 10 true/false • There are a series of questions like: • Which amendment deals with due process? A 3rd C 7th B 5th D 9th

  42. Rigor/Relevance Framework An Example Analyze landmark 5th Amendment decisions Participate in a moot court proceeding THINKING Research the Courts Decisions under a particular Chief Justice Match the Amendment to Description WORKING

  43. PD 360° • The How of Assessment

  44. Works Cited Angelo, Tom. "Finding Out How Well They're Learning What We Are Teaching.“ Proc. of Symposium on Outcome- Based Approaches in Student Learning Quality Education, Quality Outcomes: The Way Forward for Hong Kong, The Hong Kong Polytechnic University. 18 June 2008. 16 July 2009 <http://www.ugc.edu.hk/eng/ugc/activity/outcomes/symposium/2008/images/slide_thomas.ppt>. Conderman, Greg. "Basic Guidelines for Developing Teacher-Made Tests." 18 July 2009 <http://www.cedu.niu.edu/~conderman/457/Test_Writing_Tips.DOC>. "Creating Effective, Higher-Level Teacher Made Assessments." 19 Sept. 2008. Saint Louis Public Schools. 14 July 2009 <http://www.slps.org/professional_development/>. Fields, Ph.D., Gary M. "Leadership for Rigor, Relevance, and Relationships." 11 Sept. 2006. International Center for Leadership in Education. 20 July 2009 <http://sis.montasd.org/Staff_Development_Resources/Leadership>. Kuzmich, Lin. "Great Websites for Project-Based, Simulations, Problem-Based, and Inquiry Learning at the Secondary Level." Http://www.kcsink.org. 23 May 2006. 17 July 2009 <http://tools.kcsink.org/GreatWebsitesforProjectBasedLearning.doc>.

  45. I have a parent challenging a question on my Economics test, which we've used for well over 10 years… Which of these is a basic need? a.  taking a bath b.  going to a good movie c.  having shoes to wear

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