Tech summitassessment2011final

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  • Tech summitassessment2011final

    1. 1. Creating QualityClassroom AssessmentsTechnology Summit III | South Western High School | Summer 2011David Vega And Kyle Kauffman, Presenters 1
    2. 2. Quality Assessments✤ “Don’t rely on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments.” (Ken O’Connor. A Repair Kit for Grading. ETS. 2007.) 2
    3. 3. Discussion Norms:Numbered Heads Pair-Share Team Share 3
    4. 4. How do we achieve quality? Point of Discussion: Teachers✤ How do YOU normally go about determining what to test? Think about the steps you currently take to create a test. • Describe how you choose material to test or 4
    5. 5. Guidelines for Quality Assessments Focus Standards, Benchmarks, Objectives Alignment Fairness 5
    6. 6. Guidelines for Quality Assessments 6
    7. 7. Guidelines for Quality Assessments Focus Alignment FairnessAssessment focuses on Assessment items are Format & delivery ofa few selected directly aligned to assessment isstandards/learning targeted standards / consistent withobjectives. learning objectives instruction and differentiated as neededWhy? Why? Why?Clearer, more More accurate Less bias andinformative data / measurement; greater distortion of studentfeedback validity achievement“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and objectives.” results.” 6
    8. 8. Guidelines for Quality Assessments Focus Alignment FairnessAssessment focuses on Assessment items are Format & delivery ofa few selected directly aligned to assessment isstandards/learning targeted standards / consistent withobjectives. learning objectives instruction and differentiated as neededWhy? Why? Why?Clearer, more More accurate Less bias andinformative data / measurement; greater distortion of studentfeedback validity achievement“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and objectives.” results.” 6
    9. 9. Guidelines for Quality Assessments Focus Alignment FairnessAssessment focuses on Assessment items are Format & delivery ofa few selected directly aligned to assessment isstandards/learning targeted standards / consistent withobjectives. learning objectives instruction and differentiated as neededWhy? Why? Why?Clearer, more More accurate Less bias andinformative data / measurement; greater distortion of studentfeedback validity achievement“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and objectives.” results.” 6
    10. 10. Guideline 1: Focus “Assess LESS, MORE often.” 7
    11. 11. Guideline 1: Focus 8
    12. 12. Guideline 1: Focus Assessment focuses on a few selected standards/objectives. Problem? Mixed CriteriaItems on Reading Test:1. main idea2. supporting details3. topic Measuring too many4. author’s purpose standards / objectives / skills5. fact vs. opinion leads to confusing and6. text organization potentially unusable data7. tone8. vocabulary in context 8
    13. 13. Guideline 1: Focus Assessment focuses on a few selected standards/objectives. Problem? Mixed CriteriaItems on Reading Test:1. main idea2. supporting details3. topic Measuring too many4. author’s purpose standards / objectives / skills5. fact vs. opinion leads to confusing and6. text organization potentially unusable data7. tone8. vocabulary in context 8
    14. 14. Guideline 1: Focus 9
    15. 15. Guideline 1: Focus Assessment focuses on a few selected standards/objectives. Solution: Focus the Criteria Focused CriteriaItems on Reading Test:1. main idea2. supporting details Yields more focused results3. topic4. author’s purpose5. fact vs. opinion Focuses student’s attention6. text organization7. tone Informs instruction more8. vocabulary in context effectively 9
    16. 16. Guideline 1: Focus Assessment focuses on a few selected standards/objectives. Solution: Focus the Criteria Focused CriteriaItems on Reading Test:1. main idea2. supporting details Yields more focused results3. topic4. author’s purpose5. fact vs. opinion Focuses student’s attention6. text organization7. tone Informs instruction more8. vocabulary in context effectively 9
    17. 17. Guideline 1: Focus 10
    18. 18. Guideline 1: FocusAssessment focuses on a few selected standards / objectives. Problem? Exhaustive CriteriaStudents will demonstrate 53 pieces of knowledge!understanding of Cell Theory: Too broad an objectivecell, cellulose, cell wall, carbohydrate, enzyme, protein,starch, porosity, bonds, centrioles, cell function, cellstructure, gelatinous, fibrous wall, cell theory, DNA, RNA,nuclear envelope, molecules, bilayer, biochemical reaction, Yields too much, potentiallylipid, vesicles, membrane boundary, grana, stroma, unusable datacompound light microscope, electron microscope,chromatin, prokaryote, eukaryote, nucleus, organelle, fluidmosaic model, phospholipids, plasma membrane, selectivepermeability, transport protein, nucleosis, ribosome, Overwhelms students and teachercytoplasm, endoplasmic reticulum, golgi apparatus,vacuole, lysosome, chloroplast, plastid chlorophyll,mitochondria cytoskeleton, microtubule, microfilament, Promotes short term memorizationcilia, flagella rather than long term understanding 10
    19. 19. Guideline 1: FocusAssessment focuses on a few selected standards / objectives. Problem? Exhaustive CriteriaStudents will demonstrate 53 pieces of knowledge!understanding of Cell Theory: Too broad an objectivecell, cellulose, cell wall, carbohydrate, enzyme, protein,starch, porosity, bonds, centrioles, cell function, cellstructure, gelatinous, fibrous wall, cell theory, DNA, RNA,nuclear envelope, molecules, bilayer, biochemical reaction, Yields too much, potentiallylipid, vesicles, membrane boundary, grana, stroma, unusable datacompound light microscope, electron microscope,chromatin, prokaryote, eukaryote, nucleus, organelle, fluidmosaic model, phospholipids, plasma membrane, selectivepermeability, transport protein, nucleosis, ribosome, Overwhelms students and teachercytoplasm, endoplasmic reticulum, golgi apparatus,vacuole, lysosome, chloroplast, plastid chlorophyll,mitochondria cytoskeleton, microtubule, microfilament, Promotes short term memorizationcilia, flagella rather than long term understanding 10
    20. 20. Guideline 1: Focus 11
    21. 21. Guideline 1: Focus Assessment focuses on selected standards / objectives. Solution: Chunk Concepts into Focused Criteria Separate, Focused AssessmentsStudents will explain thestructure and function of the 5 pieces of knowledge “chunked”cell nucleus: into manageable assessment1. chromosomes2. DNA replication Yields more focused results3. RNA synthesis4. Nuclear envelope Focuses student’s attention5. nucleolus Informs instruction more effectively 11
    22. 22. Guideline 1: Focus Assessment focuses on selected standards / objectives. Solution: Chunk Concepts into Focused Criteria Separate, Focused AssessmentsStudents will explain thestructure and function of the 5 pieces of knowledge “chunked”cell nucleus: into manageable assessment1. chromosomes2. DNA replication Yields more focused results3. RNA synthesis4. Nuclear envelope Focuses student’s attention5. nucleolus Informs instruction more effectively 11
    23. 23. Guideline 2: Alignment Point of Discussion: TeachersWhat do you currently do to make sure your assessmentsmeasure what you want them to measure? How do you knowthat you have a “good” test? Tell three colleagues.
    24. 24. Guideline 2: Alignment Point of Discussion: TeachersWhat do you currently do to make sure your assessmentsmeasure what you want them to measure? How do you knowthat you have a “good” test? Tell three colleagues. Clear Standard/ Learning Objective
    25. 25. Guideline 2: Alignment Point of Discussion: TeachersWhat do you currently do to make sure your assessmentsmeasure what you want them to measure? How do you knowthat you have a “good” test? Tell three colleagues. Test Item Clear Standard/ Learning Objective
    26. 26. Guideline 2: Alignment Point of Discussion: TeachersWhat do you currently do to make sure your assessmentsmeasure what you want them to measure? How do you knowthat you have a “good” test? Tell three colleagues. Test Item Clear Standard/ Learning Objective Test Item
    27. 27. Guideline 2: Alignment Point of Discussion: TeachersWhat do you currently do to make sure your assessmentsmeasure what you want them to measure? How do you knowthat you have a “good” test? Tell three colleagues. Test Item Clear Standard/ Learning Objective Test Item Test Item
    28. 28. Guideline 2: AlignmentTest items are directly aligned to target standards/objectivesPoint of Discussion:How is this testquestion “aligned”? 13
    29. 29. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives 14
    30. 30. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives 14
    31. 31. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives 14
    32. 32. Guideline 2: Alignment 15
    33. 33. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction What’s wrong? Misalignment:Recall Little Red Riding Hood and Goldilocks and Question fails to measurethe Three Bears. Which detail of setting standard / objectivesymbolized the fear of the unknown? 1. Basic recallA. the houses 2. No analysisB. the forest 3. No noveltyC. darkness 4. No focus on plotD. the trees 5. Not about theme 6. Skewed data results 15
    34. 34. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction What’s wrong? Misalignment:Recall Little Red Riding Hood and Goldilocks and Question fails to measurethe Three Bears. Which detail of setting standard / objectivesymbolized the fear of the unknown? 1. Basic recallA. the houses 2. No analysisB. the forest 3. No noveltyC. darkness 4. No focus on plotD. the trees 5. Not about theme 6. Skewed data results 15
    35. 35. Guideline 2: Alignment 16
    36. 36. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction More Aligned How?Read Hansel and Gretel. Then answer the question. 1. Focuses on theme 2. Focuses on plotThe theme of this folk tale is “Famine leads to 3. Uses a new passagedevastating family decisions.” Which detail supports 4. Requires analysisthis theme?A. Hansel sneaks out at night to gather white pebbles. Weakness?B. The father abandons the children in the forest. Student can stillC. The children drop pieces of bread to mark a trail.D. Hansel fools the witch by sticking out a thin bone. guess. 16
    37. 37. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction More Aligned How?Read Hansel and Gretel. Then answer the question. 1. Focuses on theme 2. Focuses on plotThe theme of this folk tale is “Famine leads to 3. Uses a new passagedevastating family decisions.” Which detail supports 4. Requires analysisthis theme?A. Hansel sneaks out at night to gather white pebbles. Weakness?B. The father abandons the children in the forest. Student can stillC. The children drop pieces of bread to mark a trail.D. Hansel fools the witch by sticking out a thin bone. guess. 16
    38. 38. Guideline 2: Alignment 17
    39. 39. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction More Aligned: Open-ended Response How?The theme of Hansel and Gretel can be expressed as 1. Focuses on theme“Famine leads to devastating family decisions.” 2. Focuses on plotExplain how the plot supports this theme. 3. Uses a new passage_______________________________________________ 4. Requires analysis_______________________________________________ 5. Elicits reasoning_______________________________________________ Weakness?_______________________________________________ Writing skills deficit______________________________________________________________________________________________ can distort results 17
    40. 40. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To analyze details of plot that help to develop theme in fiction More Aligned: Open-ended Response How?The theme of Hansel and Gretel can be expressed as 1. Focuses on theme“Famine leads to devastating family decisions.” 2. Focuses on plotExplain how the plot supports this theme. 3. Uses a new passage_______________________________________________ 4. Requires analysis_______________________________________________ 5. Elicits reasoning_______________________________________________ Weakness?_______________________________________________ Writing skills deficit______________________________________________________________________________________________ can distort results 17
    41. 41. Guideline 2: Alignment 18
    42. 42. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To use subtraction to make change What’s the problem? Misalignment:Short Answer Questions 1. Elicits recallQ1: What is money? 2. Unaligned items skew data on attainment ofQ2: Name the president on the dollar bill. standard/objectiveQ3: Why is making change an important skill for life?Q4: You use a dollar to buy a 60 cent candy bar. How much change will you get back? Show your work. 18
    43. 43. Guideline 2: AlignmentTest items are directly aligned to target standards/objectives Standard/objective: To use subtraction to make change What’s the problem? Misalignment:Short Answer Questions 1. Elicits recallQ1: What is money? 2. Unaligned items skew data on attainment ofQ2: Name the president on the dollar bill. standard/objectiveQ3: Why is making change an important skill for life?Q4: You use a dollar to buy a 60 cent candy bar. How much change will you get back? Show your work. 18
    44. 44. Guideline 3: Fairness 19
    45. 45. Guideline 3: FairnessPoint of Discussion:You have just focused and aligned your assessment to selected targetstandards or learning objectives. How do you know that yourassessment is FAIR? Discuss how the variables listed below can affectan assessment’s “fairness.” Can you think of any other variables? Background Knowledge Learning Time Disability Types ofLanguage Physical Format Directions Literacy Questions Conditions 20
    46. 46. Guideline 3: Fairness✤ According to Stiggins, teachers must “design, develop, and use assessments in ways that permit us to control for all sources of bias and distortion that can cause our results to misinterpret real student achievement” (qtd. in O’Connor. How to Grade for Learning: Linking Grades to Standards. Corwin Press, 2002.) 21
    47. 47. Guideline 3: Fairness 22
    48. 48. Guideline 3: Fairness The format and delivery of assessment is consistent with instruction and differentiated as neededStandard/objective: Students will describe the three branches of government and explain the basic functions of each Test Question Inventory Potential Unfairness• 5 (MC) Q’s: Legislative 1. Format inconsistent with discussion-• 12 (MC) Q’s: Judicial based and project-based instruction• 5 (MC) Q’s: Executive 2. Little/no practice with scenarios• 5 (TF) Q’s: Historical Origins 3. Insufficient time for essays• 3 Scenario Essay Questions 4. Teacher bias with open-ended items• 5 (MC) Q’s: Local Legislators 5. Deductions for writing errors/ and Magistrates handwriting 6. Literacy obstacle for ESL students 22
    49. 49. Guideline 3: Fairness The format and delivery of assessment is consistent with instruction and differentiated as neededStandard/objective: Students will describe the three branches of government and explain the basic functions of each Test Question Inventory Potential Unfairness• 5 (MC) Q’s: Legislative 1. Format inconsistent with discussion-• 12 (MC) Q’s: Judicial based and project-based instruction• 5 (MC) Q’s: Executive 2. Little/no practice with scenarios• 5 (TF) Q’s: Historical Origins 3. Insufficient time for essays• 3 Scenario Essay Questions 4. Teacher bias with open-ended items• 5 (MC) Q’s: Local Legislators 5. Deductions for writing errors/ and Magistrates handwriting 6. Literacy obstacle for ESL students 22
    50. 50. Guideline 3: FairnessThe format and delivery of assessment is consistent with instruction and differentiated as needed Standard/objective: Students will use the Pythagorean Theorem to solve for the hypotenuse Unclear Directions Clear Directions Find x Calculate the hypotenuse (x) of the right triangle. Show your work. x 3 cm 4 cm 23
    51. 51. Guideline 3: Fairness 24
    52. 52. Guideline 3: Fairness The format and delivery of assessment is consistent with instruction and differentiated as needed Standard/objective: Students will use the eight elements of culture to explain characteristics of life in Appalachia. Open-ended Item Potential Unfairness? 1. Students with low literacyRead the article titled who understand 8 elements“Appalachia’s Spirit of of cultureEndurance.” Using 3 elements 2. Students with Limitedof culture, explain how English Skillspeople in Appalachia live 3. Time limittoday. (30 minutes) 24
    53. 53. Guideline 3: Fairness The format and delivery of assessment is consistent with instruction and differentiated as needed Standard/objective: Students will use the eight elements of culture to explain characteristics of life in Appalachia. Open-ended Item Potential Unfairness? 1. Students with low literacyRead the article titled who understand 8 elements“Appalachia’s Spirit of of cultureEndurance.” Using 3 elements 2. Students with Limitedof culture, explain how English Skillspeople in Appalachia live 3. Time limittoday. (30 minutes) 24
    54. 54. Guidelines for Quality Assessments Focus Standards, Benchmarks, Objectives Alignment Fairness 25
    55. 55. Guidelines for Quality Assessments Focus K. U. D. Know, Understand, Do Alignment Fairness 26
    56. 56. Base Assessment on K. U. D. Know Understand Do✤ Point of Discussion: What is the purpose of the K. U. D.? • Discuss how you decide what makes the K. U. D. “cut”; in other words, what gets in? 27
    57. 57. Base Assessment on K. U. D. Know Understand Do✤ K. U. D. is aligned directly to clearly articulated state standards / benchmarks 28
    58. 58. Language Arts KUD - Grade 6 29
    59. 59. Language Arts KUD - Grade 6 30
    60. 60. Language Arts KUD - Grade 6 31
    61. 61. Language Arts KUD - Grade 6 32
    62. 62. Language Arts KUD - Grade 6 33
    63. 63. Language Arts KUD - Grade 6 Comprehension Q: Choose the statement that is a fact/opinion: A. Statement B. Statement C. Statement D. Statement 33
    64. 64. Language Arts KUD - Grade 6 Comprehension Q: Choose the statement that is a fact/opinion: A. Statement B. Statement C. Statement D. Statement Recall Q: List six of the patterns writers use to organize information. (Short Answer) 33
    65. 65. Language Arts KUD - Grade 6 Comprehension Q: Choose the statement that is a fact/opinion: A. Statement B. Statement C. Statement D. Statement Recall Q: Recall Q: List six of the List the three basic patterns writers use to purposes for organize information. writing. (Short Answer) (Short Answer) 33
    66. 66. Language Arts KUD - Grade 6 34
    67. 67. Language Arts KUD - Grade 6 Interpretation Q: Which statement offers a logical interpretation of the passage? A. Interpretation B. Interpretation C. Interpretation D. Interpretation 34
    68. 68. Language Arts KUD - Grade 6Identification Q: Interpretation Q:Which statement from (fresh) Which statement offers apassage qualifies as a fact? logical interpretation of the A. Statement passage? B. Statement A. Interpretation C. Statement B. Interpretation D. Statement C. Interpretation D. Interpretation 34
    69. 69. Language Arts KUD - Grade 6Identification Q: Interpretation Q:Which statement from (fresh) Which statement offers apassage qualifies as a fact? logical interpretation of the A. Statement passage? B. Statement A. Interpretation C. Statement B. Interpretation D. Statement C. Interpretation D. Interpretation Analysis Q: Explain how the author’s switch from chronological order to problem-solution order advances her argument. (Open-ended response) 34
    70. 70. Language Arts KUD - Grade 6Identification Q: Interpretation Q:Which statement from (fresh) Which statement offers apassage qualifies as a fact? logical interpretation of the A. Statement passage? B. Statement A. Interpretation C. Statement B. Interpretation D. Statement C. Interpretation D. Interpretation Identification Q: Analysis Q: Which pattern is used to Explain how the author’s organize the information? switch from chronological A. Cause-effect order to problem-solution B. Chronological order advances her argument. C. Problem-solution (Open-ended response) D. Comparison 34
    71. 71. Language Arts KUD - Grade 6Identification Q: Interpretation Q:Which statement from (fresh) Which statement offers apassage qualifies as a fact? logical interpretation of the A. Statement passage? B. Statement A. Interpretation C. Statement B. Interpretation D. Statement C. Interpretation D. Interpretation Identification Q: Analysis Q: Which pattern is used to Explain how the author’s organize the information? switch from chronological A. Cause-effect order to problem-solution B. Chronological order advances her argument. C. Problem-solution (Open-ended response) D. Comparison Analysis Q: Analyze the author’s dual purpose in this article. (Open-ended question) 34
    72. 72. Language Arts KUD - Grade 6 APPLICATION OF KNOWLEDGE / SKILLS PERFORMANCE ASSESSMENT (Scoring Rubric Aligned to KUD) Read an article from a popular magazine (Time, Newsweek, National Geographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze how the text organization of the article helps the author achieve his/her purpose. Use specific examples from the article to support your analysis. 35
    73. 73. Language Arts KUD - Grade 6Point of Discussion: RubricsWhat is the purpose of a rubric? What steps do youtake in creating rubrics? How do you decide what toput in a rubric?
    74. 74. PERFORMANCE ASSESSMENTRead an article from a popular magazine (Time, Newsweek, NationalGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyzehow the text organization of the article helps the author achieve his/herpurpose. Use specific examples from the article to support your analysis. 4 Points Possible 2 1 0 Analysis demonstrates Analysis Analysis complete understanding demonstrates partial demonstrates noAnalysis of text organization and understanding of understanding of author’s purpose. text organization and text organization and author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate inaccurate and/orEvidence examples are given to and relevant. Some irrelevant. Examples support the analysis. examples are given. are missing 37
    75. 75. PERFORMANCE ASSESSMENT Read an article from a popular magazine (Time, Newsweek, National Geographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze how the text organization of the article helps the author achieve his/her purpose. Use specific examples from the article to support your analysis. 6 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding ofOrgan. of text organization. of text organization. text organization . Analysis demonstrates Analysis demonstrates Analysis demonstratesAuthor’s complete understanding partial understanding no understanding of of author’s purpose. of author’s purpose. author’s purpose.Purpose Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/orEvidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. 38
    76. 76. PERFORMANCE ASSESSMENT Read an article from a popular magazine (Time, Newsweek, National Geographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze how the text organization of the article helps the author achieve his/her purpose. Use specific examples from the article to support your analysis. 8 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization.Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding ofPurpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/orEvidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many Usage grammar/usage errors. of grammar/usage grammar/usage errors. errors. 39
    77. 77. PERFORMANCE ASSESSMENT Read an article from a popular magazine (Time, Newsweek, National Geographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze how the text organization of the article helps the author achieve his/her purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization.Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding ofPurpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/orEvidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many Usage grammar/usage errors. of grammar/usage grammar/usage errors. errors. Report adheres to all Report adheres to most Report neglects to Format MLA guidelines. MLA guidelines. follow MLA guidelines40
    78. 78. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding of Purpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many Usage grammar/usage errors. of grammar/usage grammar/usage errors. errors. Report adheres to all Report adheres to most Report neglects to Format MLA guidelines. MLA guidelines. follow MLA guidelines40
    79. 79. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding of Purpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors. Report adheres to all Report adheres to most Report neglects to Format MLA guidelines. MLA guidelines. follow MLA guidelines40
    80. 80. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding of Purpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors.? Format Report adheres to all Report adheres to most Report neglects to MLA guidelines. MLA guidelines. follow MLA guidelines40
    81. 81. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding of Purpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors.? Format Report adheres to all Report adheres to most Report neglects to MLA guidelines. MLA guidelines. follow MLA guidelines40
    82. 82. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Author’s Analysis demonstrates Analysis demonstrates Analysis demonstrates complete understanding partial understanding no understanding of Purpose of author’s purpose. of author’s purpose. author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors.? Format Report adheres to all Report adheres to most Report neglects to MLA guidelines. MLA guidelines. follow MLA guidelines40
    83. 83. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic, Sports Illustrated, Seventeen, etc.). In a one-page report, analyze items will assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following: fact vs opinion, text how the text organization of the article helps the author achieve his/herorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Purpose of author’s purpose. 6/10 =60%!!! Author’s Analysis demonstrates Analysis demonstrates complete understanding partial understanding of author’s purpose. Analysis demonstrates no understanding of author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors.? Format Report adheres to all Report adheres to most Report neglects to MLA guidelines. MLA guidelines. follow MLA guidelines40
    84. 84. PERFORMANCE ASSESSMENT FOCUS & ALIGNMENT of Assessment Read an article from a popular magazine (Time, Newsweek, NationalTestGeographic,the FORMAT of Seventeen, etc.). In a assessment FAIR? items will Sports Illustrated, this performance one-page report, analyze Is assess student’s ability to IDENTIFY, INTERPRET, &ANALYZE NONFICTION texts for the following:attainment of this standard? howtheretext equally appropriate way to assess the author achieve his/her Is the an organization of the article helps the fact vs opinion, textorganizational patterns, author’s purpose purpose. Use specific examples from the article to support your analysis. 10 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding of Organ. of text organization. of text organization. text organization. Purpose of author’s purpose. 6/10 =60%!!! Author’s Analysis demonstrates Analysis demonstrates complete understanding partial understanding of author’s purpose. Analysis demonstrates no understanding of author’s purpose. Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/or Evidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. Analysis is free of Analysis is mostly free Analysis has many? Usage grammar/usage errors. of grammar/usage errors. grammar/usage errors.? Format Report adheres to all Report adheres to most Report neglects to MLA guidelines. MLA guidelines. follow MLA guidelines40
    85. 85. Language Arts KUD. - Grade 6 In order for RUBRICS to be EFFECTIVE, they must1. Be focused and aligned to KUD2. Be focused and aligned to standards and objectives3. Provide clear, comprehensible feedback for learning 41
    86. 86. PERFORMANCE ASSESSMENT Teacher or Student Friendly Rubric? 6 Points Possible 2 1 0 Analysis demonstrates Analysis demonstrates Analysis demonstrates Text complete understanding partial understanding no understanding ofOrgan. of text organization. of text organization. text organization . Analysis demonstrates Analysis demonstrates Analysis demonstratesAuthor’s complete understanding partial understanding no understanding of of author’s purpose. of author’s purpose. author’s purpose.Purpose Text evidence is accurate Text evidence is Text evidence is and relevant. Sufficient partially accurate and inaccurate and/orEvidence examples are given to relevant. Some irrelevant. Examples support the analysis. examples are given. are missing. 42
    87. 87. PERFORMANCE ASSESSMENT Teacher or Student Friendly Rubric? 6 Points Possible 2 (Yes!!) 1 (Almost) 0 (See me) Your explanation is clear, Your explanation has Thank you for trying. Text complete, and correct. You some errors. Revisit your Your explanation needs identified and explained notes on text patterns and more work. See me ASAPOrgan. text organization very well. reread article. Revise. to review text patterns. Your analysis is clear, Your explanation has Thank you for trying. complete, and correct. You some errors. Revisit your Your explanation needsAuthor’s identified and explained notes on author’s purpose more work. See me ASAPPurpose purpose very well. and reread article. Revise. to review author’s purpose. Your response uses Your response could use Your response either does sufficient, accurate and more examples. Check not have enough examplesEvidence relevant examples that that these are relevant and/or the examples you support your analysis. and enough to support provided are incorrect. See your analysis. me ASAP for assistance. 43
    88. 88. Break?✤ Up next: Assessing Depth of Knowledge & Higher Order Thinking Skills 44
    89. 89. Guidelines for Quality AssessmentsReview: 45
    90. 90. Guidelines for Quality AssessmentsReview: 45
    91. 91. Guidelines for Quality AssessmentsReview: Focus Alignment Fairness“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and and objectives.” misrepresent student achievement.” 45
    92. 92. Guidelines for Quality AssessmentsReview: Focus Alignment Fairness“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and and objectives.” misrepresent student achievement.” 45
    93. 93. Guidelines for Quality AssessmentsReview: Focus Alignment Fairness“Limit what you assess “Assess clearly “Control variables thatand assess more often.” articulated standards distort assessment and and objectives.” misrepresent student achievement.” 45
    94. 94. Assessing for Depth of Knowledgeand Higher Order Thinking SkillsTechnology Summit III | Focus On Assessment | South Western High School | Presenters: Kyle Kauffman And David Vega 46
    95. 95. Depth ofKnowledgePoint of Discussion:In what ways is knowledgelike an iceberg? 47
    96. 96. Depth of Knowledge & HigherOrder Thinking✤ “He who learns but does not think is lost. He who thinks but does not learn is in great danger.” ~ Confucius 48
    97. 97. Surface “Low” Knowledge Deep “High” KnowledgeCarlyn Iverson: http://images.yourdictionary.com/images/science/ASiceber.jpg 49
    98. 98. Surface “Low” Knowledge Higher Order Thinking Skills Deep “High” KnowledgeCarlyn Iverson: http://images.yourdictionary.com/images/science/ASiceber.jpg 49
    99. 99. Bloom’s Revised Taxonomy Surface “Low” Knowledge•Remembering: define, describe identify, know, label, list, etc.•Understanding: defend, explain, give examples, interpret, summarize, translate, etc. Higher•Applying: apply, change, Order demonstrate, predict, solve, show how, etc.•Analyzing: analyze, break down, compare, contrast, distinguish, infer, Thinking conclude Skills•Evaluating: appraise, compare, critique, defend, evaluate, interpret, justify, relate, etc.•Creating (synthesizing): combine, compose, create, modify, Deep “High” Knowledge revise, reorganize, generate, etc.Carlyn Iverson: http://images.yourdictionary.com/images/science/ASiceber.jpg 49
    100. 100. Surface “Low” Knowledge LFS Extending Thinking Comparing Classifying Induction Higher Deduction Order Error Analysis Thinking Constructing Support Abstracting Skills Analyzing Perspectives Deep “High” KnowledgeCarlyn Iverson: http://images.yourdictionary.com/images/science/ASiceber.jpg 49
    101. 101. Surface “Low” Knowledge LFS Extending Thinking Comparing Classifying Induction Higher Deduction Order Error Analysis Thinking Constructing Support Abstracting Skills Analyzing PerspectivesNorman Webb et. al. WebAlignment Tool. 2005. Deep “High” Knowledgewww.pdesas.org Carlyn Iverson: http://images.yourdictionary.com/images/science/ASiceber.jpg 49
    102. 102. 50
    103. 103. Language Arts KUD - Grade 6 Point of Discussion: What depth of knowledge are these items testing? 51
    104. 104. Language Arts KUD - Grade 6 Point of Discussion: What depth of knowledge are these items testing? 51
    105. 105. Language Arts KUD - Grade 6 Point of Discussion: What depth of knowledge are these items testing? 51
    106. 106. Language Arts KUD - Grade 6 Point of Discussion: What depth of knowledge are these items testing? 51
    107. 107. Language Arts KUD - Grade 6 Point of Discussion: What depth of knowledge are these items testing? 3 Low Level Assessment Items! 51
    108. 108. Language Arts KUD - Grade 6 52
    109. 109. Language Arts KUD - Grade 6Identification Q: Interpretation Q:Which statement from (fresh) Which statement offers apassage qualifies as a fact? logical interpretation of the A. Statement passage? B. Statement A. Interpretation C. Statement B. Interpretation D. Statement C. Interpretation D. Interpretation Identification Q: Analysis Q: Which pattern is used to Explain how the author’s organize the information? switch from chronological A. Cause-effect order to problem-solution B. Chronological order advances her argument. C. Problem-solution (Open-ended response) D. Comparison Analysis Q: Analyze the author’s dual purpose in this article. (Open-ended question) 52
    110. 110. Language Arts KUD - Grade 6 53
    111. 111. Language Arts KUD - Grade 6Identification Q:Which statement from (fresh)passage qualifies as a fact? A. StatementIdentification Q: B. StatementWhich pattern is used to C. Statementorganize the information?A.D. Statement Q: Cause-effectInterpretationB. Chronological offers aWhich statementC. Problem-solution of thelogical interpretationD. Comparisonpassage? A. InterpretationAnalysis Q: B. InterpretationExplain how the author’s C. Interpretationswitch from chronologicalorder Interpretation D. to problem-solutionorder advances herargument. (Open-endedresponse)Analysis Q:Analyze the author’s dualpurpose in this article.(Open-ended question) 53
    112. 112. Language Arts KUD - Grade 6Identification Q:Which statement from (fresh)passage qualifies as a fact? A. Statement RememberingIdentification Q: B. StatementWhich pattern is used to (2 Items) C. Statementorganize the information?A.D. Statement Q: Cause-effectInterpretationB. Chronological offers aWhich statement UnderstandingC. Problem-solution of thelogical interpretationD. Comparison (1 Item)passage? A. InterpretationAnalysis Q: B. InterpretationExplain how the author’s Applying C. Interpretationswitch from chronologicalorder Interpretation D. to problem-solutionorder advances herargument. (Open-endedresponse) AnalyzingAnalysis Q: (2 Items)Analyze the author’s dualpurpose in this article.(Open-ended question) Evaluating Creating 53
    113. 113. Understanding Rigor✤ Point of Discussion: How do you define rigor? What does rigor look like in your instructional practices? How does it look on your assessments? 54
    114. 114. Understanding Rigor✤ RIGOR: having a high level of cognitive complexity; i.e.: higher order thinking • NOT related to level of difficulty (easy versus hard), although a rigorous item can be easy or difficult. 55
    115. 115. Understanding Rigor Which of the following test scenarios is RIGOROUS? Scenario 1 Scenario 2 A 150-question exam with A 15-question exam with 100% low depth-of- 75% high depth-of-knowledge items. Time limit: knowledge items. Time limit: 60 minutes 60 minutes 56
    116. 116. Understanding Rigor Which of the following test scenarios is RIGOROUS? Scenario 1 Scenario 2 A 150-question exam with A 15-question exam with 100% low depth-of- 75% high depth-of-knowledge items. Time limit: knowledge items. Time limit: 60 minutes 60 minutes NON RIGOROUS RIGOROUS (BALANCE OF EASY & DIFFICULT (DIFFICULT, LOW-LEVEL ITEMS) HIGH-LEVEL ITEMS) 57
    117. 117. Understanding Rigor Which of the following test questions is RIGOROUS? Item 1 Item 2Why do you think the Cat inthe Hat cleaned up the house Who is the main character in on his way out, before The Cat in the Hat? Mother got home? 58
    118. 118. Understanding Rigor Which of the following test questions is RIGOROUS? Item 1 Item 2Why do you think the Cat inthe Hat cleaned up the house Who is the main character in on his way out, before The Cat in the Hat? Mother got home? RIGOROUS NON RIGOROUS (EASY, HIGH LEVEL ITEM) (EASY, LOW LEVEL ITEM) 59
    119. 119. Understanding Rigor Which of the following test questions is RIGOROUS? Item 1 Item 2 Hamlet wrestles with a major question in his soliloquy, “O, that this too, too solid flesh would melt” in Act I, Scene 2.List and describe all the What is the question in his mind, andcharacters in Hamlet. how do you think he resolves it by the end of his soliloquy? State your(Susan Brookhart. How to Measure Highler Order interpretation of his major question andThinking Skills. ASCD. 2010.) his resolution and use evidence from the speech to support it. (Susan Brookhart. How to Measure Highler Order Thinking Skills. ASCD. 2010.) 60
    120. 120. Understanding Rigor Which of the following test questions is RIGOROUS? Item 1 Item 2 Hamlet wrestles with a major question in his soliloquy, “O, that this too, too solid flesh would melt” in Act I, Scene 2.List and describe all the What is the question in his mind, andcharacters in Hamlet. how do you think he resolves it by the end of his soliloquy? State your(Susan Brookhart. How to Measure Highler Order interpretation of his major question andThinking Skills. ASCD. 2010.) his resolution and use evidence from the speech to support it. (Susan Brookhart. How to Measure Highler Order Thinking Skills. ASCD. 2010.) NON RIGOROUS RIGOROUS (DIFFICULT, LOW-LEVEL ITEM) (DIFFICULT, HIGH-LEVEL ITEM) 61
    121. 121. Understanding Rigor Which of the following test questions is RIGOROUS? Item 1 Item 2Of all the subsystems of the modernautomobile, which do you believe is themost critical to the overall performanceof the vehicle? Your position will be Name all of the subsystems of theevaluated on how well you support it modern automobile and brieflywith specific examples andexplanations. Your response should explain their functions.demonstrate that you completelyunderstand the system for which youare arguing. RIGOROUS NON RIGOROUS (DIFFICULT, HIGH-LEVEL ITEM) (DIFFICULT, LOW-LEVEL ITEM) 62
    122. 122. Why does it matter?S11.A.1.1 S11.A.1.2 S11.A.1.3 S11.A.2.1 S11.A.2.2Analyze and Identify and Describe and Apply Evaluateexplain the analyze the interpret knowledge of appropriatenature of science scientific or patterns of scientific technologies forin the search for technological change in investigation or a specificunderstanding R8.A.1.3 Make R8.A.2.4 of challenges R8.B.1.1and natural technological R8.B.1.2 Make purpose, or R8.B.2.1the natural inferences, Identify issues; societal and human-made Interpret, design to connections describe the Identify,world and its draw propose possible explain main systems. compare, develop or between texts. information the interpret,connection to conclusions, ideas and and solutions describe, critique aspects instrument can describe, andtechnological and make discuss relevant details. analyze, and of the provide. analyzesystems. generalizations implications. M8.B.1 evaluate experimental or figurativeM8.A.3 M8.B.2 M8.C.1 M8.D.2 based on text. Demonstrate components of design process. language inCompute Apply Analyze Represent understanding fiction and appropriate characteristic and/or and fictionaccurately and of measurable literary nonfiction.fluently and techniques, s and analyze attributes of nonfiction.make reasonable tools and properties of mathematical objects andestimates. formulas to two- and situations figures, and the units, determine three- using 63
    123. 123. Why does it matter?S11.A.1.1 S11.A.1.2 S11.A.1.3 S11.A.2.1 S11.A.2.2Analyze and Identify and Describe and Apply Evaluateexplain the analyze the interpret knowledge of appropriatenature of science scientific or patterns of scientific technologies forin the searchand technological State for national assessments like the PSSA, PA a specific change in investigation or Keystoneunderstanding SAT, ACT, and R8.B.1.1and Exam, challenges R8.A.1.3 Make R8.A.2.4 of NAEP require depth of knowledge natural technological R8.B.1.2 Make purpose, or R8.B.2.1the natural inferences, Identify issues; societal and human-made Interpret, design to connections describe the Identify,world and its draw proposemain higher order thinking. texts. explain and systems. possible compare, between or develop information the interpret,connection to conclusions, ideas and and solutions describe, critique aspects instrument can describe, andtechnological and make discuss relevant details. analyze, and of the provide. analyze Quality classroom assessments mustexperimental or aligned,systems. implications. generalizations M8.B.1 evaluate be focused, figurativeM8.A.3 M8.B.2 M8.C.1 M8.D.2 based on text.Compute Demonstrate fair, and RIGOROUS. process. Representin Apply design components of Analyze language understanding fiction and appropriate characteristic and/or and fictionaccurately and of measurable literary nonfiction.fluently and techniques, s and analyze attributes of nonfiction.make reasonable objects and tools and properties of mathematicalestimates. formulas to two- and situations figures, and the units, determine three- using 63
    124. 124. Creating QualityClassroom Assessments (Review)✤ Focus✤ Align✤ Ensure fairness for all students✤ Increase depth-of-knowledge and higher order thinking 64
    125. 125. Creating QualityClassroom Assessments✤ Focus on a few measurable standards/objectives • “Assess LESS, MORE often, and provide FEEDBACK.”✤ Align assessment to standards/objectives (K.U.D.) • “Assess clearly articulated standards and objectives.”✤ Ensure fairness for all students • “Control variables that distort and misrepresent student achievement.”✤ Increase depth-of-knowledge and higher order thinking • “Avoid shallow assessments that elicit shallow instruction and thinking.” 65

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