Keys to Quality Assessment

1. Keys to Quality Assessment Theron Blakeslee 517-898-4300 tblakesl@inghamisd.org

2. Questions for today • Why is it important to be a good assessor? • What are the keys to quality assessment? • Are we testing what we think is important?

3. 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (3/2) ÷ (1/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (3/2) ÷ (1/4) = 6 because 1/4 of 6 is 3/2. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/4-cup servings are in 3/2 of a cup of yogurt? How wide is a rectangular strip of land with length 1/4 mi and area 3/2 square mi?

4. Chocolate bar: ½ divided by 3 ½ divided by 6/2 Yogurt servings: 3/2 divided by 1/4 How wide is a rectangular strip of land with length 1/4 mi and area 3/2 square mi?

5. Moon Phases • ESS1.B: Earth and the Solar System • The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily and seasonal changes in the length and direction of shadows; phases of the moon; and different positions of the sun, moon, and stars at different times of the day, month, and year. [Note: Seasons are addressed in middle school.] (c) • 5.SSS.c: Use a model of a rotating, spherical Earth and the relative positions of the sun and moon to explain patterns in daily changes in length and direction of shadows, day and night, and the phases of the moon.

6. Questions for today • Why is it important to be a good assessor? • What are the keys to quality assessment? • What’s in a standard? • Are we testing what we think is important? • What makes an effective assessment item?

7. Reasoning Targets • Use • Analyze • Evaluate • Make Decisions • Formulate questions • Make predictions • Verify • Compare • Contrast • Set goals • Strategize • Distinguish between • Examine data and propose meaningful interpretation • Use insights and conclusions from data to generate potential solutions Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

8. Skill Targets • These targets are often classified as skills: • Measure • Read aloud • Dribble and pass • Participate • Use simple equipment • Demonstrate relationships • Collect data Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

9. Product/Performance Targets • Example product/performance targets: • Construct graphs • Develop a plan • Create a product to support a thesis • Construct models • Create a scripted scene • Write simple directions • Generate a viable action plan to address the problem Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

10. Disposition Targets • Examples include: • Likes mathematics • Enjoys reading • Plays sports for fun • Plans to vote in the next election • Looks forward to science • Enjoys conversing in Spanish • Exhibits a passion for learning Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

11. http://BlakesleeAsmtResources.wikispaces.com/

12. Types of Assessment Methods • Written Response • Selected Response • Short Written Response • Extended Response/Essay • Performance Assessment • Observation/Conversation • Collection of existing work in portfolios

13. Variety of Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Diagram • Fill-in-the-blank (words, phrases) • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Movement • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Process description • Checklist • Rating scale • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

15. Jurying items • Which did you look at that passed all the criteria? • Which could be fixed with a little work? • Which did not pass most of the criteria?

16. Yesterday’s Questions • Why is it important to be a good assessor? • What are the keys to quality assessment? • What’s in a standard? • Are we testing what we think is important? • What makes an effective assessment item?

17. 1. The content should match the learning target and should be sufficient for solving the item (along with prerequisite knowledge); items that require connecting knowledge from two learning targets are useful for assessing whether students can make the connection, but knowledge of each learning target must be verified with separate items. 2. Mastery of the content of the learning target should be necessary to solve the item; the item should not be solvable by mere test-wiseness.

18. 3. The performance in the item should match the verb of the target. 4. The context should be engaging but not distracting or biased against any group of students. 5. For multi-faceted learning targets, all of the content should be represented by items on the assessment. 6. For multiple choice items, the wrong answers should be plausible and reflect common student misconceptions or errors when possible. Rubrics

19. What are mathematics skills? • Drawing a graph or number line to represent an equation or inequality or set of data. • Drawing a transformation or tessellation of a geometric figure, or creating a geometric construction.

20. Analyzing Results • Rubrics for open-ended items • Item analysis – what can you learn from the test results? • Looking at student work – what does student work tell you about their thinking? • Goal setting– motivation & taking responsibility for one’s own learning

21. Earlier Questions • Why is it important to be a good assessor? • What are the keys to quality assessment? • What’s in a standard? • Are we testing what we think is important? • What makes an effective assessment item? • How do we use results effectively?

22. Today’s Questions • Why is it important to be a good assessor? • What are the keys to quality assessment? • What’s in a standard? • Are we testing what we think is important? • What makes an effective assessment item? • How do we use results effectively? • How can we track progress through the learning progression?

24. What does “good work” look like in mathematics or science?

28. Create your own progression • Counting objects to 10 • Creating shape and number patterns • Classifying 2-dimensional shapes • Operating with integers • Understanding the Earth’s geological history • Solving simultaneous equations • Using the concept of work • Applying descriptive statistics

29. Feedback for you (daily planning) • Feedback for students: Where am I going? Where am I now? How can I close the gap?

30. Create your F.A. plan

31. Ways to check understanding • http://eed.alaska.gov/tls/Frameworks/mathsci/ms5_2as1.htm

32. If you’re getting LSSU credit • Your assessment plan • Your culminating higher-order performance assessment • Your summative assessment • The learning progression • The 1- or 2-week lesson plan showing where you will get formative information

33. Promoting Thinking • Observing closely and describing what’s there • Building explanations and interpretations • Reasoning with evidence • Making connections • Considering different viewpoints and perspectives • Capturing the heart of the subject and forming conclusions

34. Wondering and asking questions • Uncovering complexity and going below the surface of things

35. Identifying patterns and making generalizations • Generating possibilities and alternatives • Evaluating evidence, arguments, and actions • Formulating plans and monitoring actions • Identifying claims, assumptions, and bias • Clarifying priorities, conditions and what is known