ASSESSMENT SUPPORTCurriculum & Instruction/Assessment

Adapted from Clark Maxon, Assessment DirectorApril 2013

GOALS: Establish common understandings and

language for:Purposes of AssessmentsTypes of AssessmentsValid and Reliable AssessmentsLeveling Assessment Items

ASSESSMENT TYPES

StandardizedLocally

produced common

Individual teacher

produced

Obtrusive Unobtrusive

Summative Interim Formative

Expense, Time-Consuming, Rigor, Valid & Reliable

Interval between Assessment, Impact of Results on Planning and Instruction

PRACTICAL APPLICATION OFOBTRUSIVE & UNOBTRUSIVE ASSESSMENTS

Unobtrusive Assessment

A teacher focusing on basketball asks students to demonstrate the proper execution of a free throw.

During a basketball scrimmage, the teacher observes students’ form as they shoot free throws.

Obtrusive Assessment

ASSESSMENTS FOR/OF LEARNINGFormative Assessment

“Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” (Popham, 2008)

Summative Assessment

Summative assessment is

a planned process used at the end of a learning unit or cycle to determine what students do and do not know. (adapted from NMSA, 2010)

DEPTH OF KNOWLEDGE

DEPTH OF KNOWLEDGE Second Grade Example: Identify and locate cultural, human, political, and natural features using map keys and legends (DOK 1-2)

Use the DOK chart to give an example of: An instructional task at a DOK 1 An instructional task at a DOK 2

TARGET - ITEM MATCHIs the assessment item type a good match for measuring proficiency on intended targets?

VALID AND RELIABLEValidity:

The assessment gives accurate information about the level of attainment of the construct that it purports to measure

ORThe assessment gives accurate information

about students’ performance levels on clearly identified learning targets

Reliability: The results of an assessment are dependable and

reproducible

ASSESSMENT RELIABILITY AND VALIDITY

VALIDITY AND RELIABILITY ACTIVITY

With a partner rate each of the sample assessments using the Assessment

Reliability and Validity Tool

IDENTIFYING LEVELS OF ASSESSMENT ITEMS

There are three levels of assessment items: Level 4 Items o Inferences and applications that go beyond

what was explicitly taught Level 3 Items o Complex ideas and processes that have

been explicitly taught Level 2 Items o Simpler details and processes that have

been explicitly taught

1 = 3 ?!? WHAT????? Third Grade Target –

Chronologically sequence important events in a community or region (DOK 1)

SBRC Indicator Rubric –

Assessment Items – Level 3 – Make use of the events that are given

to create a timeline of the History of SBRC changes.

HISTORY OF SBRC CHANGES Pilot years: teachers made changes to the

SBRC after using it 2 years Adjustments were made to the SBRC because

schools were scoring differently – some quarterly and some end-of-year

New Colorado Academic Standards New Common Core State Standards in math

and reading, writing, and communicating Applied the new information from Dr.

Marzano in regards to standards-based grading and vertically aligned K-5 SBRCs with more specificity

1=3! YOUR TURN!! Fourth Grade – Recognizes and explains the

meaning of similes, metaphors, common idioms, adages, proverbs, antonyms, and synonyms.

Write a Level 3 assessment item for this SBRC indicator.

SOMETIMES A 3=3… Fourth Grade – Compares and contrasts

points of views (first- and third-person narrations) and the treatment of similar themes, topics, and patterns of events.

NEXT STEPS… Check/revise existing questions on

assessments Check existing assessments for validity and

reliability Align assessment items to the standards Check assessments for enough level 3 items

that will allow the students to demonstrate mastery of a learning target

Create assessments and/or assessment items Collaborate with teachers from other schools

– compare ideas, share resources, etc.