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Item development1 Item development1 Presentation Transcript

  • Health Education Assessment Development
  • Knowledge vs. Understanding
    • About information
    • Mechanical (Rote)
    • Practical
    • Isolated bits
    • Little relation to context
    • Show connections and relationships
    • Identify its personal importance
    • Explain real-life authenticity
    • Apply or adapt it to novel situations
    • See it as a plausible perspective, question its assumptions
    • Understanding:
    • Wise and effective use of knowledge and skills; in varied, important, realistic, and novel contexts.
    • Wiggins, McTighe
  • Assessment Development
    • Think like an Assessor!
    • From a “Snap Shot” to a “Photo Album”
    • Focus on Performance Assessments that drill to the core of what we want students to understand (be able to do)
  • Role Play - advocating for a friend not to smoke in home You are at a restaurant and someone at the table next to you starts smoking how would you advocate for them to stop smoking? NHES 8 Students will demonstrate the ability to advocate for personal, family, and community health Worksheets outlining the steps and considerations to advocacy Identify from a list of scenarios the mistakes that students made when trying to advocate for someone to not smoke Evidence Source Performance Task 1 Evidence Source Performance Task 2 Evidence Source Other Evidence Task 3 Evidence Source Other Evidence Task 3 Multiple Forms of Assessment
  • A Continuum of Assessment Checks for Understanding Observation and Dialogue Performance Events Quizzes and Tests Performance Tasks Formal Informal From: National Health Education Standards Second Edition Achieving Excellence, 2007
  • Forms of Evidence (Assessments)
    • Performance assessment / task
      • Complex challenges that mirror the issues and problems faced by adults or youth.
      • Yield one or more tangible products or performances
      • The setting is real or simulated and involves constraints, background “noise”, incentives, and opportunities.
      • Usually addresses an identified audience for a specific purpose.
  • Forms of Evidence (Assessments)
    • Academic Prompts
      • Open ended questions or problems that require students to think critically, not just recall knowledge, and to prepare a specific academic response, or performance.
  • Forms of Evidence (Assessments)
    • Quiz and test items
    • Informal checks for understanding
  • Health Education Performance Assessment Item Development
  • Steps in Designing Student Assessments
    • Step 1:
      • Identify the grade level expectation and the evidence outcomes from Colo Health Standards
    • Step 2:
      • Brainstorm assessments
    • Step 3
      • Construct performance prompt or item
    • Step 4
      • Determine criteria for success
    • Step 5
      • Construct diverse forms of other evidence
    • Step 6
      • Construct formative assessments
    • Step 7
      • Evaluate the assessments
  • Step 1: Identify the content and/or skill standards to be assessed
    • More than one GLE might be combined where appropriate
    Concepts (What a student should know) Skills (What a student should be able to do)
  • from Understanding By Design by Grant Wiggins and Jay McTighe, 1998
    • Assessment Types
    • Traditional quizzes and tests
      • Paper/pencil
        • Selected-response
        • Constructed-response
    • Performance tasks and projects
      • Open-ended
      • Complex
      • Support transfer of
      • knowledge
    Worth being familiar with Important to know and do “ Enduring” understanding
  • Step 2: Consider Facets of Understanding
    • Facets of Understanding
      • Provide a construct for how people can convey their level of understanding of skills, concepts and ideas.
        • Interpretation
        • Application
        • Perspective
        • Empathy
        • Self Knowledge
  • Step 2: Consider Multiple Intelligences
    • Identify implications for multiple intelligences / Learning Styles
  • Step 3: Construct the performance prompt or item
    • Goal or Challenge
    • Role and Setting (situation)
    • Intended Audience
    • Product/Performance
  • Step 4: Determine Criteria for Success
    • Identify what the student needs to be able to do to succeed
    • Determine scoring method
      • Rubrics
      • Checklist
      • Point system
      • Determine what other criteria needs to be assessed
    • Explain the quality of work
  • Step 5: Construct diverse forms of other evidence
    • Observations / Dialogue
    • Academic prompts
    • Graded quizzes / test items / final exam
  • Step 6: Construct/Identify formative assessments and student self-assessments
    • Diagnostic Assessment to identify prior knowledge
    • Informal checks for understanding
    • Observations and dialogues
    • Tests and quizzes
    • Academic prompts
  • Step 7: Evaluate Assessment (page 17)
    • Evaluate the assessment based on criteria form
    • Evaluate the effectiveness of the assessment in the classroom