Claim about student

1. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation

2. How Design Patterns Support Thinking about the Assessment Argument Claim about student 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?). unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation Associated with Characteristic Features of Tasks.

3. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for 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. since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation

4. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation 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).

5. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument since 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. so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation Connected with Variable Features of Tasks.

6. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument since 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.) so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation Connected with Variable Features of Tasks & Work Products.

7. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation The Characteristic Features of Tasks help you think about critical data concerning the situation –what you need to get evidence about the Focal KSAs.

8. How Design Patterns Support Thinking about the Assessment Argument Claim about student or to bring in or reduce demand for Additional KSAs to avoid alternative explanations. unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation Variable Features of Tasks also help you think about data concerning the situation – but now to influence difficulty …

9. 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. Claim about student unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation

10. How Design Patterns Support Thinking about the Assessment Argument Claim about student unless Alternative explanations Warrant for assessment argument Can also call attention to demand for Additional KSAs, & avoid alternative explanations (e.g., Stella) since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation Potential Work Products help you think about what you want to capture from a performance –product, process, constructed model, written explanation, etc.

11. How Design Patterns Support Thinking about the Assessment Argument Claim about student Potential Observations are possibilities for the qualities of Work Products – i.e., the data concerning the performance. unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation

12. How Design Patterns Support Thinking about the Assessment Argument Claim about student And Potential Rubrics are algorithms/rubrics/rules for evaluating Work Products to get the data concerning the performance. unless Alternative explanations Warrant for assessment argument since so Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Warrant for scoring Warrant for task design since since Student acting in assessment situation