5_-_Match_Ass_t_Method_to_Lrning_Target

1. Matching the Assessment
Methods to the Learning
Target
Michigan Assessment
Consortium
Common Assessment
Development Series
Module 5

2. Narrated By:
Ellen Vorenkamp
Wayne RESA
2

3. In This Module, You Will
Learn About
 Various types of learning targets
 Different methods of assessment
 Advantages
 Disadvantages
 Best assessment method for each type of
learning target
3

4. Quality Assessment
 A quality assessment covers the
knowledge and skills in the learning
targets with the same degree of
emphasis
 Not all learning targets are created equal
 The determination of which targets will
carry more weight is called balance of
representation
4

5. Types of Learning
Targets
 Knowledge Mastery
 Reasoning
 Skills
 Products/Performances
 Dispositions
5

6. Knowledge Mastery
Targets
 These targets ask students to know or
understand specific content related to a
learning target
 Targets can either be to know outright or
by reference through memorization
 These targets are often stated using
verbs such as define, name, list,
describe, and identify
6

7. Knowledge Mastery
Targets
 Standards that include these verbs are
classified as Knowledge Mastery:
 Recognize
 Describe
 Explain
 Know
 Identify
 Comprehend
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student
Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR. 7

8. Example of Knowledge
Mastery Target
 Students will locate negative rational
numbers (including integers) on a
number line
 Know that numbers and their negatives
add to 0, and are on opposite sides and
at equal distance from 0 on a number
line.
8

9. Reasoning Targets
 Reasoning targets ask students to
understand concepts and content by
explaining, putting in their own words and
interpreting
 Students may be asked to extend and
refine their reasoning and use that
knowledge in a meaningful way
9

10. Reasoning Targets
 Six reasoning proficiency taxonomies:
 Inductive/Deductive Reasoning
 Analytical Reasoning
 Comparative Reasoning
 Classifying
 Evaluative Reasoning
 Synthesis
10

11. Reasoning Targets
 Use
 Analyze
 Evaluate
 Make Decisions
 Formulate questions
 Make predictions
 Verify
 Compare
 Contrast
 Set goals
 Strategize
 Distinguish between
 Examine data and
propose meaningful
interpretation
 Use insights and
conclusions from data
to generate potential
solutions
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It
Right—Using It Well. Assessment Training Institute, Portland, OR.
11

12. Example of Reasoning
Targets
 Students will compare their viewpoint
about a classroom issue with the
viewpoint of another person.
12

13. Skill Targets
 Skill targets are those that must be
observed or demonstrated in order to be
assessed
 These targets lend themselves to
performance assessment
 Knowledge targets always underlie skills
targets
 Reasoning targets might be involved, too
13

14. Skill Targets
 These targets are often classified as
skills:
 Measure
 Read aloud
 Dribble and pass
 Participate
 Use simple equipment
 Demonstrate relationships
 Collect data
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for
Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
14

15. Example of Skill Targets
 Students will demonstrate skillful use of
appropriate vocabularies, tools,
instruments, and technologies of the
visual, performing, or applied arts
discipline.
15

16. Product/Performance
Targets
 These targets require students to create
a product
 There is a difference between “tasks” and
product targets
 Tasks: activities students engage in while
working on knowledge, reasoning or skill
targets
 Products: are the focus of the lesson by
which we judge knowledge and reasoning
16

17. Product/Performance
Targets
 Example product/performance targets:
 Construct graphs
 Develop a plan
 Create a product to support a thesis
 Construct models
 Create a scripted scene
 Write simple directions
 Generate a viable action plan to address
the problem
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning:
Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
17

18. Example of
Product/Performance
Targets
 Students will construct simple charts from
data and observations collected in the
science experiment
18

19. Disposition Targets
 These targets reflect student attitudes,
beliefs, and feelings
 They represent valuable affective
outcomes we hope students attain as a
result of their educational experiences
 These may be difficult to quantify
 May best be assessed through
observation or conversation with a rubric
19

20. Disposition Targets
 Examples include:
 Likes mathematics
 Enjoys reading
 Plays sports for fun
 Plans to vote in the next election
 Looks forward to science
 Enjoys conversing in Spanish
 Exhibits a passion for learning
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning:
Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
20

21. Example of Disposition
Target
 Which of the following free-time activities
do you most enjoy participating in?
21

22. Types of Assessment
Methods
 Written Response
 Selected Response
 Short Written Response
 Extended Response/Essay
 Performance Assessment
 Observation/Conversation
 Collection of existing work in portfolios
 Each has advantages and disadvantages
22

23. Variety of Assessment
Strategies
•Multiple
Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-
blank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student self-
assessment
•Peer review
Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
23

24. Classroom Assessment
Strategies
•Multiple
Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-
blank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student self-
assessment
•Peer review
Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
24

25. Classroom Assessment
Strategies
•Multiple
Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-
blank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student self-
assessment
•Peer review
Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
25

26. Classroom Assessment
Strategies
•Multiple
Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-
blank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student self-
assessment
•Peer review
Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
26

27. Classroom Assessment
Strategies
•Multiple
Choice
•True-False
•Matching
Selected
Response
•Diagram
•Fill-in-the-
blank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student self-
assessment
•Peer review
Constructed
Response
Performance
Assessment
Observations/
Conversations
Adapted from the work of Dr. Robert Marzano
27

28. Portfolios
 These are collections of student work
 They may be used to collect work as it is
being produced (a “working portfolio”) or
to showcase student achievement (a
“display portfolio”)
 They can show growth as well as student
awareness of learning
28

29. A Brief Review
 In the previous slides, you have learned
about:
 Various types of learning targets
 What each types of learning target assesses
 Different ways of measuring learning targets
 Now, what is the most effective way to
assess each type of learning target?
29

30. So now what?
 Before proceeding, consider the
following:
 Types of learning targets
 Types of assessment methods
 Which assessment method is best for each
type of learning target
 The challenge is to match the most
appropriate assessment with the learning
target 30

31. Target/Method Match
31

32. Target/Method Match
Target Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Knowledg
e
Yes! Yes -
Understan
dings of
relationshi
ps among
elements
of
knowledge
No - Too
time
consuming
Perhaps -
Question,
evaluate
answers,
infer mastery
– but time
consuming
32

33. Target/Method Match
Target Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Product No Maybe-if
product
is written
Yes! No
33

34. In Summary
 Review each type of learning target
 Determine the best assessment method
for that learning target
 Use these criteria:
 Purpose(s) of the assessment
 Nature of the learning targets
 Uses of the assessment information
 Resources (time, money and staff) available
34

35. In Summary
 Determine the number of items to fully
assess each learning target
 Make sure that the types of assessment
chosen, the manner in which they are
developed, and how they are
implemented match the purposes and
uses
35

36. In Summary
 Matching your learning targets with the
correct assessment methods will help
greatly as you determine the balance of
representation for the common
assessment
 It will also provide valuable information
for the test blueprint
36

37. Series Developers
 Kathy Dewsbury White, Ingham ISD
 Bruce Fay, Wayne RESA
 Jim Gullen, Oakland Schools
 Julie McDaniel, Oakland Schools
 Edward Roeber, MSU
 Ellen Vorenkamp, Wayne RESA
 Kim Young, Ionia County ISD/MDE
37

38. Development Support for
the Assessment Series
 The MAC Common Assessment
Development Series is funded in part by
the Michigan Association of Intermediate
School Administrators
 In cooperation with
 Michigan Department of Education
 Ingham and Ionia ISDs, Oakland Schools,
and Wayne RESA
 Michigan State University 38