purposes of assessment literacy
TRANSCRIPT
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PURPOSES OF ASSESSMENT
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Identify the different PURPOSES OF ASSESSMENT
Understand how to use the ASSESSMENT BLUEPRINT to document the primary purpose of an assessment
INTRODUCTION AND PURPOSE
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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diagnostic assessment assessment used to determine students’ knowledge and skills before a unit of instruction
KEY CONCEPTS
Source: Education First, A Primer on Common Core-Aligned Assessments (2013).
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KEY CONCEPTS
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KEY CONCEPTS
formative assessment assessment used to monitor student learning and adjust ongoing instruction
Source: Education First, A Primer on Common Core-Aligned Assessments (2013).
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KEY CONCEPTS
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KEY CONCEPTS
summative assessment assessment used to measure student mastery of standards at the end of a unit of instruction
Source: Education First, A Primer on Common Core-Aligned Assessments (2013).
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KEY CONCEPTS
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KEY CONCEPTS
interim assessment assessment used to measure students’ knowledge and skills on a specific set of academic goals, typically within a particular time frame
Source: Education First, A Primer on Common Core-Aligned Assessments (2013).
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
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KEY CONCEPTS
Source: Adapted from Ohio Department of Education, “Assessment Literacy: Identifying and Developing Valid and Reliable Assessments” (2013).
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1. Primary Purpose of the Assessment Summative
2. Standard(s) (one per row) 3. Skill(s) (one per row) 4. Level(s) of Rigor 5. Possible Type(s) of Items
6. Write and/or Select Assessment Items
Item # Standard(s) and/or Skill(s) Type of Item Level(s) of Rigor # of Points % of Assessment
TOTAL
KEY CONCEPTS
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KEY CONCEPTS
Sources: Ohio Department of Education, “Ohio’s New Learning Standards: English Language Standards” (2010); Student Achievement Partners, “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventures of Marco Polo by Russell Freedman” (2014).
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KEY CONCEPTS
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KEY CONCEPTS
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1. Primary Purpose of the Assessment Summative
2. Standard(s) (one per row) 3. Skill(s) (one per row) 4. Level(s) of Rigor 5. Possible Type(s) of Items
6. Write and/or Select Assessment Items
Item # Standard(s) and/or Skill(s) Type of Item Level(s) of Rigor # of Points % of Assessment
TOTAL
KEY CONCEPTS
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CHECK FOR UNDERSTANDING
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CHECK FOR UNDERSTANDING
Identify the different PURPOSES OF ASSESSMENT
Use the ASSESSMENT BLUEPRINT to document the primary purpose of an assessment
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CHECK FOR UNDERSTANDING
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CHECK FOR UNDERSTANDING
1. Match each assessment in Column A to its purpose in Column B. Column A: Assessment Column B: Purpose
Summative To gauge students’ knowledge and skills before a unit of instruction
Interim To monitor student learning and adjust ongoing instruction
Diagnostic To measure student mastery of standards at the end of a unit of instruction
Formative To measure student progress relative to an academic goal
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CHECK FOR UNDERSTANDING
1. Match each assessment in Column A to its purpose in Column B. Column A: Assessment Column B: Purpose
Summative To gauge students’ knowledge and skills before a unit of instruction
Interim To monitor student learning and adjust ongoing instruction
Diagnostic To measure student mastery of standards at the end of a unit of instruction
Formative To measure student progress relative to an academic goal
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CHECK FOR UNDERSTANDING
1. Match each assessment in Column A to its purpose in Column B. Column A: Assessment Column B: Purpose
Summative To gauge students’ knowledge and skills before a unit of instruction
Interim To monitor student learning and adjust ongoing instruction
Diagnostic To measure student mastery of standards at the end of a unit of instruction
Formative To measure student progress relative to an academic goal
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CHECK FOR UNDERSTANDING
2. Describe a scenario in which a single assessment might serve multiple purposes.
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CHECK FOR UNDERSTANDING
2. Describe a scenario in which a single assessment might serve multiple purposes.
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CHECK FOR UNDERSTANDING
2. Describe a scenario in which you would use one assessment to serve multiple purposes.
I could ask my students to write an essay at the end of a unit to assess their mastery of standards. In this case, the primary purpose of the assessment would be summative. Because I could also use the results from the essay to inform how I plan my next instructional unit, a secondary purpose of the assessment would be formative.
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CONCLUSION