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Enhancing Student Growth with Curriculum-Embedded Performance Assessments

This research study explores the relationship between curriculum-embedded performance tasks and other measures of student learning, investigates the feasibility of applying growth models to assess student performance, and assesses the reliability and comparability of performance tasks. Preliminary results and generalizability studies are discussed, presenting insights into scoring rubrics, task quality scores, and correlations with on-demand tests.

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Enhancing Student Growth with Curriculum-Embedded Performance Assessments

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  1. Curriculum-Embedded Performance Assessments as a Measure of Student Learning and Growth Ruth Chung Wei Stanford University June 2014 Stanford Center for Assessment, Learning, & Equity

  2. Mathematics Design Collaborative

  3. Mathematics Design Collaborative Formative Assessment Lessons

  4. Research Questions • What is the relationship between performance on curriculum embedded performance tasks to other on-demand measures of student learning (e.g, performance tasks, standardized large-scale assessments)? • What is the feasibility of applying growth models to the performance task scores to assess growth in student performance? Stanford Center for Assessment, Learning, & Equity

  5. Data Sources – LDC Study

  6. Data Sources – MDC Study • MDC Study • 1 large urban school district (about 30 Algebra teachers within one school network) • 8 unit performance tasks • 1 summative performance-based assessment • District administrative data (concurrent and prior achievement, demographics, attendance) Stanford Center for Assessment, Learning, & Equity

  7. Preliminary Results • LDC Performance Tasks • Can they be scored reliably? • Are they comparable? Stanford Center for Assessment, Learning, & Equity

  8. Generalizability Study LDC Scoring Rubrics Estimated Reliability of the ELA Explanatory Task as a Function of Number of Raters Used to Calculate Scores

  9. Disentangling Sources of Error Variance Source Table for the ELA Explanatory Task Stanford Center for Assessment, Learning, & Equity

  10. LDC Task Jurying Rubric

  11. Comparability of LDC Tasks?

  12. Comparability of LDC Tasks?

  13. Relationship between task quality score and student performance – ELA Tasks Stanford Center for Assessment, Learning, & Equity

  14. Differences in Mean LDC Essay Scores by Holistic Task Quality Rating – ELA Tasks Difference in Mean LDC Essay Score between groups is significant at the 0.000 level.

  15. Correlation between LDC Essay Scores and CRESST On-Demand Tests – ELA Tasks

  16. Analyses to be Completed • Correlational studies of other on-demand assessments with curriculum-embedded assessments • Growth modeling on longitudinal student achievement data • Introducing performance assessment data as part of the growth model -- either as a predicted outcome or as a predictor

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