cfa seminar 2 1 1 common formative assessments: the power of assessments for learning somers public...
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CFA Seminar 2CFA Seminar 2 11
Common Formative Assessments:
The Power of AssessmentsFor Learning
Common Formative Assessments:
The Power of AssessmentsFor Learning
Somers Public SchoolsSession #2
Somers Public SchoolsSession #2
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Essential QuestionEssential Question
How do Common Formative Assessments connect to other
powerful instruction and assessment practices?
How do Common Formative Assessments connect to other
powerful instruction and assessment practices?
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Guiding QuestionsGuiding Questions
What are Common Formative Assessments?
What are the components of a quality common formative assessment?
What are the benefits of using common formative assessments to both teachers and students?
What are Common Formative Assessments?
What are the components of a quality common formative assessment?
What are the benefits of using common formative assessments to both teachers and students?
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Our Learning ObjectiveOur Learning Objective
Improve our assessment literacy through deeper understanding of the assessment-design process.
Improve our assessment literacy through deeper understanding of the assessment-design process.
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Part 2: Laying The Standards Foundation
Part 2: Laying The Standards Foundation
Overview of 10 Design Steps Steps 1-6
Overview of 10 Design Steps Steps 1-6
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Assessment of Only Highest Priority Standards
Assessment of Only Highest Priority Standards
“It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.”
“It is critical that all of the assessed standards be truly significant. From an instructional perspective, it is better for tests to measure a handful of powerful skills accurately than it is for tests to do an inaccurate job of measuring many skills.”
W. J. Popham, Test Better, Teach Better, 2003, p. 143
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Laying The Standards Foundation:
Steps 1-6
Laying The Standards Foundation:
Steps 1-6Step 1: Choose Important TopicStep 2: Identify Matching Priority StandardsStep 3: “Unwrap” Matching Priority StandardsStep 4: Create Graphic OrganizerStep 5: Determine the Big IdeasStep 6: Write the Essential Questions
Step 1: Choose Important TopicStep 2: Identify Matching Priority StandardsStep 3: “Unwrap” Matching Priority StandardsStep 4: Create Graphic OrganizerStep 5: Determine the Big IdeasStep 6: Write the Essential Questions
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Step 1: Choose an Important Topic to Assess
Step 1: Choose an Important Topic to Assess
With colleagues, identify a topic in your selected content area that is essential for students to understand.
Topic examples: sound-letter relationships, making text connections, persuasive writing, informational text, plants, cells, subtraction with regrouping, linear equations, fraction-decimal equivalency, U.S. Constitution, etc.
With colleagues, identify a topic in your selected content area that is essential for students to understand.
Topic examples: sound-letter relationships, making text connections, persuasive writing, informational text, plants, cells, subtraction with regrouping, linear equations, fraction-decimal equivalency, U.S. Constitution, etc.
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Step 2: Identify Matching Priority Standards
Step 2: Identify Matching Priority Standards
Review the Priority Standards for your individual grade or course.
Identify those essential standards that match your chosen topic.
Limit the number you select so you can develop a sufficient number of assessment items for each one.
Review the Priority Standards for your individual grade or course.
Identify those essential standards that match your chosen topic.
Limit the number you select so you can develop a sufficient number of assessment items for each one.
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Step 2: Identify Matching Priority Standards
Step 2: Identify Matching Priority Standards
5.2.3 Recognize main ideas presented in texts and provide evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
5.2.5 Contrast facts, supported inferences, and opinions in text.
5.2.3 Recognize main ideas presented in texts and provide evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
5.2.5 Contrast facts, supported inferences, and opinions in text.
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Step 3: “Unwrap” Selected Priority Standards
Step 3: “Unwrap” Selected Priority Standards
Identify the key concepts (important nouns or noun phrases) by underlining them.
Identify the skills (verbs) by making them bold.
Identify the key concepts (important nouns or noun phrases) by underlining them.
Identify the skills (verbs) by making them bold.
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Step 3: “Unwrap” Matching Priority Standards
Step 3: “Unwrap” Matching Priority Standards
5.2.3 Recognize main ideas presented in texts and provide evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
5.2.5 Contrast facts, supported inferences, and opinions in text.
5.2.3 Recognize main ideas presented in texts and provide evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
5.2.5 Contrast facts, supported inferences, and opinions in text.
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Step 4 : Create Graphic Organizer
Step 4 : Create Graphic Organizer
Enables you to represent each of the “unwrapped” concepts and skills in a way that makes sense to you in bulleted list, concept map, or outline
Reveals “at a glance” all the learning targets (concepts and skills)
Referencing graphic organizer sharply focuses instruction and assessment.
Enables you to represent each of the “unwrapped” concepts and skills in a way that makes sense to you in bulleted list, concept map, or outline
Reveals “at a glance” all the learning targets (concepts and skills)
Referencing graphic organizer sharply focuses instruction and assessment.
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Step 5: Determine Big Ideas
Step 5: Determine Big Ideas
Big Ideas are what you want your students to discover on their own as a result of instruction and learning activities.
Big Ideas represent the main ideas, conclusions, or generalizations about the “unwrapped” concepts and skills in a focused instructional unit of study.
Should be drawn from your curriculum documents
Big Ideas are what you want your students to discover on their own as a result of instruction and learning activities.
Big Ideas represent the main ideas, conclusions, or generalizations about the “unwrapped” concepts and skills in a focused instructional unit of study.
Should be drawn from your curriculum documents
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Big Idea DefinitionsBig Idea DefinitionsBig Idea
An open-ended, enduring idea that may apply to more than one area of study (broad)
Student-worded statement arising from an integrated understanding of the “unwrapped” concepts and skills just studied (topical)
The student’s answer or response to a related Essential Question!
Big IdeaAn open-ended, enduring idea that
may apply to more than one area of study (broad)
Student-worded statement arising from an integrated understanding of the “unwrapped” concepts and skills just studied (topical)
The student’s answer or response to a related Essential Question!
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Broader Big Ideas
Broader Big Ideas are the generalizations derived from one area of study that connect to and can be found in several subject matter areas.
People can justify their conclusions with observable data.
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Topical Big Ideas
Topical Big Ideas relate primarily to the inherent understanding in a particular course of study or section of the standards.
The position of a digit determines its value in a number.
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Examples of Topical Big Ideas
Examples of Topical Big Ideas
Objects can be compared, classified, and sorted by their different attributes.
Knowing who one is writing for is essential to engaging the readers.
Mathematical formulas and estimates both provide shortcuts for determining needed mathematical information.
Objects can be compared, classified, and sorted by their different attributes.
Knowing who one is writing for is essential to engaging the readers.
Mathematical formulas and estimates both provide shortcuts for determining needed mathematical information.
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Step 5 Activity: Determine the Big Ideas
Step 5 Activity: Determine the Big Ideas
Review your “unwrapped” concepts on graphic organizer.
Decide the main or essential understandings you want students to realize on their own by the time they take the common formative (post-) assessment (draw from curriculum documents).
Transfer to the CFA Planning Template
Review your “unwrapped” concepts on graphic organizer.
Decide the main or essential understandings you want students to realize on their own by the time they take the common formative (post-) assessment (draw from curriculum documents).
Transfer to the CFA Planning Template
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Questions, Not Statements
Questions, Not Statements
Will stimulate student curiosity to
find the answers
Will stimulate student curiosity to
find the answers
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Guidelines for Writing Essential Questions
Guidelines for Writing Essential Questions
Can you write engaging questions that lead your students to discover the Big Ideas on their own?
Can you make your Essential Questions open-ended?
Can you write questions that take students beyond who, what, where, and when to how and why?
Use curriculum document questions and rewrite in “kid-friendly” terms.
Can you write engaging questions that lead your students to discover the Big Ideas on their own?
Can you make your Essential Questions open-ended?
Can you write questions that take students beyond who, what, where, and when to how and why?
Use curriculum document questions and rewrite in “kid-friendly” terms.
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Essential Questions to Guide Instruction & Assessment
From “Unwrapping” the Standards, Larry Ainsworth, 2003.
Essential Questions to Guide Instruction & Assessment
From “Unwrapping” the Standards, Larry Ainsworth, 2003.
What are literary devices? Why do authors use them?
(Literary devices enhance and deepen fiction’s impact upon the reader.)
What are literary devices? Why do authors use them?
(Literary devices enhance and deepen fiction’s impact upon the reader.)
This is an example of a “one-two punch” question.
The Big Idea in parentheses is an appropriate response to the second question.
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Examples of Topical Big Ideas With Corresponding Essential QuestionsExamples of Topical Big Ideas With Corresponding Essential Questions How is one group of objects different
from another? (Objects can be compared, classified, and sorted by their different attributes.)
How can an author “capture” an audience? (Knowing who one is writing for is essential to engaging the readers.)
Why learn mathematical formulas? How do estimation and formulas work together? (Mathematical formulas and estimates both provide shortcuts for determining needed mathematical information.)
How is one group of objects different from another? (Objects can be compared, classified, and sorted by their different attributes.)
How can an author “capture” an audience? (Knowing who one is writing for is essential to engaging the readers.)
Why learn mathematical formulas? How do estimation and formulas work together? (Mathematical formulas and estimates both provide shortcuts for determining needed mathematical information.)
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Step 6 Example: Reading Comprehension Essential Questions
With Corresponding Big Ideas
Step 6 Example: Reading Comprehension Essential Questions
With Corresponding Big Ideas
1. Are main ideas by themselves enough for us to believe them? (Main ideas must be supported with evidence from text and supporting details.)
2. What are conclusions and generalizations? How do we arrive at them? (We draw conclusions and make generalizations from what we read and from our own experiences.)
3. Facts, opinions, inferences! What’s the difference, and why should we know? (Knowing the differences between facts, opinions, and inferences helps you make your own decisions about what you read.)
1. Are main ideas by themselves enough for us to believe them? (Main ideas must be supported with evidence from text and supporting details.)
2. What are conclusions and generalizations? How do we arrive at them? (We draw conclusions and make generalizations from what we read and from our own experiences.)
3. Facts, opinions, inferences! What’s the difference, and why should we know? (Knowing the differences between facts, opinions, and inferences helps you make your own decisions about what you read.)
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Step 6 Activity: Write the Essential Questions
Step 6 Activity: Write the Essential Questions
Look again at your Big Ideas. What questions could you ask students
that would lead them to discover your Big Ideas (draw from curriculum documents)?
Write your Essential Questions on the CFA Planning Template
Can you include any “one-two punch” questions?
Check: Do your Big Ideas answer or respond to your Essential Questions?
Look again at your Big Ideas. What questions could you ask students
that would lead them to discover your Big Ideas (draw from curriculum documents)?
Write your Essential Questions on the CFA Planning Template
Can you include any “one-two punch” questions?
Check: Do your Big Ideas answer or respond to your Essential Questions?
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Using Essential Questions To Establish Student Learning
Goals
Using Essential Questions To Establish Student Learning
Goals Teachers post in the classroom
the Essential Questions and share them with students at the beginning of an instructional unit.
Establish student learning goal – to be able to answer or respond to the Essential Questions with student-worded Big Ideas by end of instructional unit!
Teachers post in the classroom the Essential Questions and share them with students at the beginning of an instructional unit.
Establish student learning goal – to be able to answer or respond to the Essential Questions with student-worded Big Ideas by end of instructional unit!
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Benefits of Essential Questions
Benefits of Essential Questions
Teachers use as instructional filter for selecting lessons and activities that advance student understanding toward Big Ideas
Students develop their understanding of the “unwrapped” concepts and skills as they move through instruction and activities.
Teachers use as instructional filter for selecting lessons and activities that advance student understanding toward Big Ideas
Students develop their understanding of the “unwrapped” concepts and skills as they move through instruction and activities.
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Benefits of Essential Questions
Benefits of Essential Questions
Promote students’ integrated understanding of “unwrapped” concepts and skills in their Big Idea responses.
The third section of the common formative assessment requires students to respond to the Essential Questions with the Big Ideas stated in their own words and supported by explanation.
Promote students’ integrated understanding of “unwrapped” concepts and skills in their Big Idea responses.
The third section of the common formative assessment requires students to respond to the Essential Questions with the Big Ideas stated in their own words and supported by explanation.
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Break Time!Break Time!
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Writing Assessment Items to Get at Identified Standards/Skills
Writing Assessment Items to Get at Identified Standards/Skills
Step 7: Write Selected-Response Items.
Step 8: Write Constructed-Response Items (extended- or short-).
Step 7: Write Selected-Response Items.
Step 8: Write Constructed-Response Items (extended- or short-).
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First Know Your PurposeFirst Know Your Purpose
The purpose of assessment, in general, is to find out what your students know and are able to do with regard to the standards you are teaching.
The purpose of Common Formative Assessments, in particular, is to evaluate your students’ understanding of the Priority Standards.
The purpose of assessment, in general, is to find out what your students know and are able to do with regard to the standards you are teaching.
The purpose of Common Formative Assessments, in particular, is to evaluate your students’ understanding of the Priority Standards.
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Then Determine Evidence Needed To Make
Inference
Then Determine Evidence Needed To Make
Inference Once the essential purpose of
assessment is identified, educators must ask the critical question:
“What kinds of assessments will provide the best evidence as to whether students have met this singular purpose?”
Once the essential purpose of assessment is identified, educators must ask the critical question:
“What kinds of assessments will provide the best evidence as to whether students have met this singular purpose?”
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The Two Major Assessment
Formats
The Two Major Assessment
Formats
1. Selected-Response 2. Constructed-
Response
1. Selected-Response 2. Constructed-
Response
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Types of Selected-Response
Types of Selected-Response
Requires students to select one response from a provided list or provide very brief answer
Types include: multiple-choice, True/False, matching, short answer or fill-in from provided list
Requires students to select one response from a provided list or provide very brief answer
Types include: multiple-choice, True/False, matching, short answer or fill-in from provided list
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Selected-Response: Benefits and Drawback
Selected-Response: Benefits and Drawback
Benefits: Student answers can be quickly and objectively scored as correct or incorrect. Can be used to efficiently assess students’ knowledge of factual information, main concepts, and basic skills.
Drawback: Tends to promote recall or memorization of factual information, rather than evidence of higher-level understanding—unless items deliberately designed to do so.
Benefits: Student answers can be quickly and objectively scored as correct or incorrect. Can be used to efficiently assess students’ knowledge of factual information, main concepts, and basic skills.
Drawback: Tends to promote recall or memorization of factual information, rather than evidence of higher-level understanding—unless items deliberately designed to do so.
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Reasons FOR Selected-Response
Reasons FOR Selected-Response
Better content domain sampling Higher reliability Greater efficiency Objectivity Measurability for higher-level
thinking Mechanical scoring
Better content domain sampling Higher reliability Greater efficiency Objectivity Measurability for higher-level
thinking Mechanical scoringT. M. Haladyna, Writing Test Items to Evaluate
Higher Order Thinking, 1997, pp. 65-66
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Reasons AGAINST Selected-Response Reasons AGAINST
Selected-Response Emphasis on learning of isolated
facts (“Multiple choice testing can lead to multiple choice teaching.”)
Inappropriate for some purposes (writing and creative thinking)
Lack of student writing (unless part of assessment design)
Emphasis on learning of isolated facts (“Multiple choice testing can lead to multiple choice teaching.”)
Inappropriate for some purposes (writing and creative thinking)
Lack of student writing (unless part of assessment design)
T.M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, pp. 66-67
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Multiple-Choice To Assess
Higher Level Thinking?
Multiple-Choice To Assess
Higher Level Thinking?Common myth is that multiple choice items ONLY assess lower-level thinking skills (recall of information, etc.) and therefore will not be appropriate for evaluating students’ higher-level thinking skills.
Common myth is that multiple choice items ONLY assess lower-level thinking skills (recall of information, etc.) and therefore will not be appropriate for evaluating students’ higher-level thinking skills.
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Dispelling the MythDispelling the Myth “Research has not yet been done to
prove this point (that multiple choice items can only assess lower-level thinking). If you want to measure understanding and some types of mental skills and abilities, multiple-choice formats can be written to measure these behaviors effectively.”
“Research has not yet been done to prove this point (that multiple choice items can only assess lower-level thinking). If you want to measure understanding and some types of mental skills and abilities, multiple-choice formats can be written to measure these behaviors effectively.”
T. M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, 1997, p. 98
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No Research Support Favoring One Assessment
Format
No Research Support Favoring One Assessment
Format“There is simply no body of assembled
research indicating that one of these item-types is superior to the other.”
Challenge: Can you write selected-response items to assess students’ higher-level thinking skills as indicated by rigor in “unwrapped” skills?
“There is simply no body of assembled research indicating that one of these item-types is superior to the other.”
Challenge: Can you write selected-response items to assess students’ higher-level thinking skills as indicated by rigor in “unwrapped” skills?
W. J. Popham, Test Better, Teach Better, 2003, p. 64
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Constructed-ResponseConstructed-Response
Includes short-response (words, phrases, single sentences, computation, etc.) and extended-response (multiple sentences or paragraphs)
Requires students to organize and use knowledge and skills to answer a question or complete a task
Includes short-response (words, phrases, single sentences, computation, etc.) and extended-response (multiple sentences or paragraphs)
Requires students to organize and use knowledge and skills to answer a question or complete a task
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Constructed-ResponseConstructed-Response More likely to reveal whether or not
students have gained integrated understanding with regard to standards they are learning
Requires scoring guide (rubric) to evaluate degree of student proficiency
More likely to reveal whether or not students have gained integrated understanding with regard to standards they are learning
Requires scoring guide (rubric) to evaluate degree of student proficiency
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Constructed-Response ItemsBenefit and Drawbacks
Constructed-Response ItemsBenefit and Drawbacks
Benefit: Provide teachers with more valid inferences about student understanding than those derived from selected-response items
Drawbacks: Take longer to score; can have errors in design; dependent on student writing proficiency; challenge to score accurately
Benefit: Provide teachers with more valid inferences about student understanding than those derived from selected-response items
Drawbacks: Take longer to score; can have errors in design; dependent on student writing proficiency; challenge to score accurately
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More Valid Inferences from Constructed Response
More Valid Inferences from Constructed Response
“Because a student really needs to understand something in order to construct a response based on that understanding, students’ responses to these sort of items will better contribute to valid inferences (about their actual levels of mastery) than will students’ answers to selected-response items.”
“Because a student really needs to understand something in order to construct a response based on that understanding, students’ responses to these sort of items will better contribute to valid inferences (about their actual levels of mastery) than will students’ answers to selected-response items.”
W. J. Popham, Test Better, Teach Better, 2003, p. 87
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How Many Items to Write?
How Many Items to Write?
“A good guideline for making decisions regarding percentage of importance for each learning target is that the percentage of instructional time and percentage of assessment items should be roughly equal.”
“A good guideline for making decisions regarding percentage of importance for each learning target is that the percentage of instructional time and percentage of assessment items should be roughly equal.”R. J. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Assessment for Learning: An Action Guide For School Leaders, 2004, p. 114.
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The Best GuidelineThe Best Guideline
Remember the purpose of your assessment.
Then ask, “How many total items do I need in order to be able to make an accurate inference as to what students know and can do?”
Limit the total number of items so that student papers can be quickly scored and the results used right away.
Remember the purpose of your assessment.
Then ask, “How many total items do I need in order to be able to make an accurate inference as to what students know and can do?”
Limit the total number of items so that student papers can be quickly scored and the results used right away.
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A Multiple-Measure Assessment
A Multiple-Measure Assessment
Our model of common formative assessment includes: One or more selected-response types One extended-response item Student Big Idea responses to Essential
Questions Using a “multiple-measure”
assessment enables educators to make more accurate inferences.
Our model of common formative assessment includes: One or more selected-response types One extended-response item Student Big Idea responses to Essential
Questions Using a “multiple-measure”
assessment enables educators to make more accurate inferences.
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Writing First-DraftAssessment ItemsWriting First-DraftAssessment Items
• Specific Item Writing Guidelines• Step 7: Write Selected-Response Items• Step 8: Write Constructed-Response
Items
• Specific Item Writing Guidelines• Step 7: Write Selected-Response Items• Step 8: Write Constructed-Response
Items
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General Guidelines for Effective Item WritingGeneral Guidelines for Effective Item Writing
Reflect higher-order instructional objectives
Students should not be able to answer solely from memory—must apply their knowledge, not just recall it
Reflect higher-order instructional objectives
Students should not be able to answer solely from memory—must apply their knowledge, not just recall it
W. J. Popham, Test Better, Teach Better, ASCD, 2003.
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General Guidelines for Effective Item WritingGeneral Guidelines for Effective Item Writing
Questions should be based—in part—on new material (i.e. be able to read or interpret graph they have never seen before)
Be brief and clear—goal is to “test mastery of material, not students’ ability to figure out what you’re asking”
Questions should be based—in part—on new material (i.e. be able to read or interpret graph they have never seen before)
Be brief and clear—goal is to “test mastery of material, not students’ ability to figure out what you’re asking”
W. J. Popham, Test Better, Teach Better, 2003.
R. J. Stiggins, Student-Centered Classroom Assessment, 2nd ed., 1997, p. 134.
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Five Roadblocks to Effective Item-Writing
Five Roadblocks to Effective Item-Writing
1. Unclear directions2. Ambiguous statements3. Unintentional clues4. Complex phrasing5. Difficult vocabulary
1. Unclear directions2. Ambiguous statements3. Unintentional clues4. Complex phrasing5. Difficult vocabulary
W. J. Popham, Test Better, Teach Better, 2003, p. 64
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Criteria for Writing Selected-Response Items
Criteria for Writing Selected-Response Items
1. Write clearly in a “sharply focused manner.”
2. Ask a question with only one best answer.
3. Write items consistent with grade-level reading expectations.
4. Eliminate clues leading to correct answer.
5. Make response options brief.
1. Write clearly in a “sharply focused manner.”
2. Ask a question with only one best answer.
3. Write items consistent with grade-level reading expectations.
4. Eliminate clues leading to correct answer.
5. Make response options brief.Adapted from R. J. Stiggins, Student-Centered Assessment, 2001.
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Step 7 Activity, Section 1: Write Selected-Response Items
Step 7 Activity, Section 1: Write Selected-Response Items
Choose the particular types (multiple-choice, true-false, matching, fill-in from provided list) that will best meet your purpose.
Continue writing items while referencing the specific criteria provided. (Note: You may wish to review the two or three multiple-choice items you have already written to decide whether or not they meet the specific guidelines.)
Choose the particular types (multiple-choice, true-false, matching, fill-in from provided list) that will best meet your purpose.
Continue writing items while referencing the specific criteria provided. (Note: You may wish to review the two or three multiple-choice items you have already written to decide whether or not they meet the specific guidelines.)
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Step 7 Activity, Section 1: Write Selected-Response Items
Step 7 Activity, Section 1: Write Selected-Response Items
Remember to design items to match level of rigor in skills!
For multiple-choice, first write the stem; next write the correct/best answer; then write the distracters.
Remember to design items to match level of rigor in skills!
For multiple-choice, first write the stem; next write the correct/best answer; then write the distracters.
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Resources for Common Formative Assessment
Items
Resources for Common Formative Assessment
Items Textbook questions* (that meet
criteria for well-written items) Assessment or evaluation
components* of text series State website for released state
exam questions
Textbook questions* (that meet criteria for well-written items)
Assessment or evaluation components* of text series
State website for released state exam questions
*Check for permission to duplicate any copyrighted material.
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Online Question BanksOnline Question Banks
NAEP (The Nation’s Report Card) http://nces.ed.gov/nationsreportcard/ITMRLS/
State websites with released assessment items
“Banks” of teacher-created common formative assessments following this model
NAEP (The Nation’s Report Card) http://nces.ed.gov/nationsreportcard/ITMRLS/
State websites with released assessment items
“Banks” of teacher-created common formative assessments following this model
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Step 8 Activity, Section 2: Write Constructed-Response
Items
Step 8 Activity, Section 2: Write Constructed-Response
Items Refer to your “unwrapped” concepts, skills,
and Bloom’s Taxonomy levels on your template.
Decide what types of constructed-response items you will write (one extended-response or a few short-response).
Practice writing items referencing the specific criteria provided.
Design items to match level of rigor in skills!
Refer to your “unwrapped” concepts, skills, and Bloom’s Taxonomy levels on your template.
Decide what types of constructed-response items you will write (one extended-response or a few short-response).
Practice writing items referencing the specific criteria provided.
Design items to match level of rigor in skills!