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Assessment

Assessment. “We assess students not merely to evaluate them, but to improve the entire process of teaching and learning.” - Douglas B. Reeves, Making Standards Work. Designing STAAR-Like Quality Assessments. Learning Objective.

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Assessment

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  1. Assessment “We assess students not merely to evaluate them, but to improve the entire process of teaching and learning.” - Douglas B. Reeves, Making Standards Work

  2. Designing STAAR-Like Quality Assessments

  3. Learning Objective • Participants will be able to create more rigorous assessments by analyzing the content and cognitive level of state released test questions.

  4. Why Assessment Training? • Teacher and campuses are overwhelmed with the number of assessments they have to give • How do we target High Priority TEKS? • How is a good unit assessment constructed? • Individual teacher assessments should follow the guidelines of quality assessment

  5. Agenda Six Steps to Creating Quality Assessments • Data • Content • Processes • Review Examples • Item & Test Leveling • Item Design

  6. Look at the Data • Review the District Learning Profile. • Which SEs are the lowest? • Which SEs had the most questions?

  7. Analyzing the content , concepts, processes, and skills that will be assessed • (Cognitive and Procedural Knowledge)

  8. TEKS and Assessment: Things to Remember • The wording of the standard tells us: • WHAT CONTENT will be assessed on STAAR and • AT WHAT LEVEL the standard will be assessed on STAAR

  9. Cognitive and Content Expectations • Content • The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard. • Cognitive • The level at which students are expected to perform in order to adequately meet the standard. • Determined by the verbs used in BOTH the Knowledge and Skills statements and the Student Expectations

  10. What Should Students be able to DO ? Look at the cognitive level of the verb • If the cognitive level of the SE is UNDERSTAND, what does that mean students have to be able to do? Understanding:  Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. 

  11. ELAR – Grade 8 8.4  Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provideevidence from the text to support their understanding. The student is expected to: • (A) compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry). Supporting Standard

  12. ELAR – Grade 8 Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: • (D) makecomplex inferences about text and usetextual evidenceto support understanding

  13. Bundling and Dual Coding

  14. Brain Research and Dual Coding Application of Knowledge and Building Schema • The brain learns new knowledge (content) by attaching that knowledge to existing schema • The brain builds schema by applying (do) conceptual and content knowledge in a variety of novel ways • You can most effectively test conceptual knowledge through application questions

  15. STAAR and Dual Coding • Math = 75% of items • Science = 40% of items • Social Studies = 30% • English = 60%??? • Figure 19 As we review the following examples, think about the implications of test and item design

  16. ELAR: Dual Coding with Figure 19

  17. ELAR: Dual Coding with Figure 19

  18. Your Turn: ACTIVITY • Look at the STAAR released items in your handout. • Identify what content is being assessed. • Identify the skill being assessed. • Identify how the student has to apply content with the selected skill. • Discuss with your group.

  19. STAAR Overview: Generalizations • Verbiage in the questions is complex and reflective of the TEKS • Supporting Standards REALLY are being tested! • More questions at a higher level • Inference from stimulus; no direct answers (no clues or cues) • Complex distracters - 4 viable answer choices • Dual coding is prevalent • Greater depth of content knowledge required to answer each question

  20. Creating an Assessment Blueprint

  21. Step 5:Determining Cognitive and Procedural Difficulty Levels Aligning Item and Test Difficulty to STAAR

  22. Determining Difficulty Level Cognitive Difficulty (verbs) • EASY • Remember • Understand • MEDIUM • Apply • Analyze • HARD • Evaluate • Create

  23. Determining Difficulty Level Procedural Difficulty • This is basically: How many mental processing steps does the student have to go through to answer the question? • The greater the number of processing steps the higher the difficulty level

  24. Determining Difficulty Level Procedural Difficulty • EASY • The item includes only the stem and the answer choices • MEDIUM • The item includes a graphic, short reading selection, map etc. (Stimulus piece) The student only has to interpret the stimulus or pull information from it to select the correct answer. • HARD • The item includes a graphic, short reading selection, map etc. (Stimulus piece) The student has to infer, analyze, summarize, etc. and apply that to the stem or answer choices to select the correct answer.

  25. Your Turn: Determining Item Difficulty • Look at the following items • Identify the cognitive difficulty of the item • Identify the procedural difficulty of the item

  26. Determining Item Difficulty

  27. Determining Item Difficulty

  28. Item Writing Checklist

  29. Demonstration of Learnig • After having determined the cognitive and procedural difficulty of a test item, learners will rewrite the question so that it is either up a level or down a level.

  30. Creating an Assessment Blueprint • Identify the process/skills SE that you are pairing with the content SE • Write these on the Blueprint • Use a variety of processes and skills on the test and throughout the year.

  31. Design Your Test So…. • How many items per SE? • Cognitive Level- Make 70% of the test easy-medium and 30% difficult. • Procedural Level- Make 60% easy procedural and 40% difficult. • Use same vocabulary throughout.

  32. Next Steps: What are the implications of today’s learning for your campus? • What are things you will change on your assessments? • What are things you are still pondering? • What is something you want to know more about?

  33. Bonus Slides: Examples of Higher Level Stems • Which is an example of… • Who would most likely have written (asked, said…) followed by a quote • Analogies • Fill in the missing part of this graphic organizer • Which of the following does not belong? • What is the best category for the following? • Give a series of clues to the name of a person, place, etc. (riddle format) • Cloze passage • Hypothetical situation – analysis • Sequencing by Roman numeral • Who would have been helped by (law, invention, organization – hypothetical)

  34. Use a variety of stimuli • Textbox of primary source material • Graphs and Charts • Pictures or illustrations • Spoke Diagrams • Multiple visuals: comparison maps, charts • Political Cartoons • Time lines • Flow Charts • Graphic designs • Headlines • Speaker Questions

  35. Qualities of a Good Multiple-Choice Item • Effectively written stems • Focused on one idea • Clear and concise • Phrased as a direct question • Phrased positively • Has only one best and correct answer • Contains options that are plausible, but incorrect • Has four choices that are homogeneous, parallel in structure, and logical

  36. Qualities of a BAD Multiple-Choice Item • Tests trivial information • Contains unnecessary/confusing information in the stem or options • Is tricky or cute • Gives cues or clues to the correct answer • Does not have plausible answers • Poses a question for which many defensible answers are possible • Contains a bias toward or against a group of individuals

  37. Develop plausible distractors Plausible distracters include… • common misconceptions • statements that sound logical but that are not based on the material given in the stimulus and question • common or familiar phrases • statements that are true but that do not answer the question Be sure there is not more than one plausible answer.

  38. Organization of Answer Choices • Alphabetical • Ascending or descending order • Shortest to longest • Same order as presented in stimulus

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