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Foundations of Assessment Design

Foundations of Assessment Design. Tom Hierck @ thierck thierck@gmail.com. RATE YOUR experience in designing Assessments. TEACH OTHERS. DONE SOME. STUDIED IT. NOT MUCH.

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Foundations of Assessment Design

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  1. Foundations of Assessment Design Tom Hierck @thierck thierck@gmail.com

  2. RATE YOUR experience in designing Assessments... TEACH OTHERS DONE SOME STUDIED IT NOT MUCH

  3. When I design buildings, I think of the overall composition, much as the parts of a body would fit together. On top of that, I think about how people will approach the building and experience that space. Tadao Ando

  4. Our Work Together... A Consistent and Balanced System, where each part sees its relationship to the whole

  5. Our Work Together... Collective Understanding of the Work of Adults and the Student Work

  6. Our Work Together... Collaboration: Developing Consistency and Cohesion within the same grade and courses

  7. Our Work Together... Design that Emphasizes the Rigor and the Relevance of the Standards

  8. Our Work Together... • A Consistent and Balanced System: Checking our Vertical Alignment • Collective Understanding of the Work of Adults and the Student Work • Collaboration: Developing Consistency and Cohesion within the same grade and courses • Design that Emphasizes the Rigor and the Relevance of the Standards

  9. Phase 1. Choose the standards & plan engagement. Phase 2. Sketch out learning goals Phase 3. Create an Assessment Plan Phase 4. Create or Revise the Assessment Phase 5. Determine student investment and reporting method Design in 5 HO p. 2 Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

  10. Phase 1. Choose the standards & plan engagement. Phase 2. Sketch out learning goals Phase 3. Create an Assessment Plan Phase 4. Create or Revise the Assessment Phase 5. Determine student investment and reporting method Design in 5 HO p. 2 Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

  11. Phase 1. Choose Standards and Plan Engagement. • Choose the standards to be assessed. • Determine the big idea, relevant connection or essential question. Informed by curriculum maps, pacing calendars, and other supplemental documents.

  12. College and Career Anchor Standards for Reading and Writing (selected, HO p.3) R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and then integrate the plagiarism. information while avoiding

  13. HO page 3

  14. An Enduring Understanding Knowing the value of money, and how to add and subtract money, helps me make smart choices about how to spend and save. Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

  15. 1. 2.3. Resources we might tap For our unit & assessment…

  16. Phase 1 Template HO p. 6 Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

  17. Phase 2. Sketch out the Learning Goals Analyze (Unpack) the standards.1. Circle Verbs 2. Underline key concepts, vocabulary and context How do your grade level standards change from the previous grade and then to the next grade? 3. Write out learning goals. 4. Put learning goals in cognitive order. HO p. 8

  18. Grade 2 • RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. • W.1 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. • W.8 Recall information from experiences or gather information from provided sources to answer a question. HO p. 3

  19. Grade 2 • RI.2 IDENTIFY the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • RI.7 EXPLAIN how specific images (e.g., a diagram showing how a machine works) CONTRIBUTE to and CLARIFY a text. • W.1 WRITE informative/ explanatory texts in which they INTRODUCE a topic, USE facts and definitions to DEVELOP points, and PROVIDE a concluding statement or section. • W.8 RECALL information from experiences or GATHER information from provided sources to ANSWER a question. HO p. 3

  20. How do your grade level standards change from the previous grade and then to the next grade? HO page 3

  21. Write TWO Learning Goals from your analysis. SAMPLES – Learning goals must include a verb and then some explanation • I can identify the main topic of a multi-paragraph text. • I can gather information from a provided source to answer a question.

  22. Learning Goals Ladder HO p. 8

  23. Using the Learning Goals you developed, put them in cognitive order from simple to complex.

  24. Pause & Ponder • Why are phases 1 and 2 so essential to the design process? • Planning engagement: Why plan engagement? • What would be the benefit of doing this process? When could it be embedded in your work? HO p. 7

  25. Phase 3. The Assessment Plan HO p. 11

  26. Matching Target to Method • I can explain how specific images clarify a text. • Multiple choice? • Short answer? • Essay? • Create a game • Present a speech

  27. HO p. 12

  28. Reviewing and Revising a Current Assessment HO p. 13-14

  29. Sample Assessments to Critique • 2nd Grade Language Arts p. 16-21 • 3rd Grade Language Arts p. 22-24 • 5th Grade Language Arts p. 25-28 • Middle School Language Arts: 7th Grade Gift of the Magi p. 29-33 • Middle School Math p. 34-36 • High School: Is Conspiracy Ever Justified? P. 37-38 • Middle School: Hurricane Sandy p. 39 • High School: Stadium Mess p. 40 HO p. 13-14

  30. Other Sessions to Consider to Deepen this Work… • Phases 1-3 • Analyzing Reading Standards and Assessment Plan • Analyzing Math & Assessment Plans • Phase 3 • Choosing the Right Assessment Method • Phase 4 • Analyzing the Rigor of PARCC Items • Rigorous Selected Response • Rigorous Constructed Response • Creating High Quality Rubrics • Phase 5 • Grading • Collaboratively Scoring Student Work

  31. Guiding Your Learning with an Exit Ticket…

  32. Tom Hierck@thierckthierck@gmail.comThank you.

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