The purpose of this two-day institute is to enhance your knowledge of classroom assessment design. It will specifically focus on collaboratively working together as a learning community to deconstruct (ie, break down standards into learning targets that can be taught at the lesson level) K-12 physical education content standards into student-friendly learning targets in order to design high quality assessments
Designing assessments using diverse assessment methods will be a training focus (ie, selected response, written response, performance assessment task, and personal communication). Participants will receive assessment design tools (i.e., verb classification list, deconstruction template, guidelines and checklist by assessment method) and protocols to use during and after the training.
Training Learning Targets
1. I can identify standards and learning targets that I will assess.
2. I can classify the identified unit learning targets as knowledge, reasoning, skill, product, or disposition.
3. I can deconstruct identified learning targets, if applicable
4. I can create student friendly learning targets from identified standards/deconstructed standards
5. I can create an assessment blueprint aligned with student friendly learning targets.
6. I can create high quality assessment tasks aligned with student friendly learning targets.
Types of Learning Targets
Knowledge (K)- Factual information, procedural knowledge, and conceptual understanding.
Reasoning (R)- Application of knowledge (Factual information, procedural knowledge, and conceptual understanding).
Skill (S)- A demonstration or physical skill-based performance at the heart of the learning.
Product (P)- Artifacts, where creation of the product is the focus of the learning. Specifications for quality of the product itself are the focus of teaching and assessing.
Disposition (D)- Attitudes, motivations, and interests that affect students’ approaches to learning. Important affective goals we hold for students as a byproduct of their educational experience
Content Standards Key Verbs Aligned with Target Type
Target Type / Content Standards Key VerbsKnowledge / Arrange, choose, cite, copy, define, describe, duplicate, explain, identify, label, list, locate, match, name, organize, place, quote, recall, recognize, reproduce, select, state, tell
Reasoning / Analyze: components, dissects, elements, examine, ingredients, investigate, logical sequence, parts, sections, separate, steps, study
Compare/contrast: alike and different, differentiate, discriminate between; distinguish between, juxtapose, similarities and differences
Synthesize: adapt, amend, blend, combine into, complement, consolidate, convert, devise, formulate, frame, incorporate, integrate, match up, merge, modify, piece together, transform
Classify: catalog, categorize, cluster, give examples, group, order, sort
Infer/deduce: abstract, boil down, clarify, conclude, decipher, determine, determine main idea, draw conclusions, encapsulate, generalize, interpret, predict, resolve, rough out, simplify, state implications, summarize, translate, unravel
Evaluate: account, appraise, argue, assess, criticize, critique, debate, defend, dispute, endorse, estimate, judge, justify, prove, substantiate, support opinion, value, verify
Skill / Assemble, conduct, converse, demonstrate, discuss, do, dramatize, dribble, focus attention, have a conversation, illustrate, listen, measure, model, observe, operate, paint, perform, play an instrument, read, sing, sketch, speak, throw, toss, type, use
Product / Chart, compile, compose, construct, create, design, develop, display, draw, graph, invent, make, model, plan, produce, represent, write an argument, write a lab report, write a narrative
*Note Do not use know or understand. Use a “stronger” verb.
Created by N. Bolton (September, 2016). Modified from Classroom Assessment for Student Learning 1st edition, page 64.
Deconstructing Standard Template
Content StandardCode / Content Standard Language:
Target Type / Knowledge ____ / Reasoning ____ / Skill ____ / Product ____
Underpinning Learning Targets
Knowledge Targets / Reasoning Targets / Skill Targets / Product Targets
Assessment Methods
Selected Response (SR)- Students select the best or correct response:
◆ True/false
◆ Multiple choice
◆ Matching
◆ Very brief short-answer
◆ Fill-in-the-blank items
Written Response (WR)-
◆ Short response-answer items
◆ Extended written response items
Performance Assessment (PA)-
◆ Assessment based on observation and judgment
◆ Consists of a task (what students will do) and scoring criteria (how you will judge quality)
Personal Communication (PC)- Formal and informal conversations involving students
◆ Questions during instruction
◆ Interviews and conferences
◆ Conversations
◆ Oral examinations
◆ Student journals and logs
Target-Method Match Explained with Ratings
Selected Response / Written Response / PerformanceAssessment / Personal Communication
Knowledge / Good
Can assess isolated elements of knowledge and some relationships among them / Strong
Can assess elements of knowledge and relationships among them / Partial
Can assess elements of knowledge and relationships among them in certain contexts / Strong
Can assess elements of knowledge and relationships among them
Reasoning / Good
Can assess many but not all reasoning targets / Strong
Can assess all reasoning targets / Partial
Can assess reasoning targets in the context of certain tasks in certain contexts / Strong
Can assess all reasoning targets
Skill / Partial
Good match for some measurement skill targets; not a good match otherwise / Poor
Cannot assess skill level; can only assess prerequisite knowledge and reasoning / Strong
Can observe and assess skills as they are being performed / Partial
Strong match for some oral communication proficiencies; not a good match otherwise
Product / Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning / Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning / Strong
Can directly assess the attributes of quality of products / Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning
Unit Assessment Blueprint Template
Course: / Unit:Standard / Learning Target / Target Type / Assessment Method / Weight/
Percent Importance/Relative Importance / Assessment
Name Question # and/or rubric criteria / F/S
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
K / R / S / P / D / SR / WR / PA / PC
Selected Response Test Quality Checklist
Quality Guidelines for Written Response Assessments
Rubric Checklist
CONTENT
_____Target Alignment- Criteria and descriptors align directly with the content standards or learning targets they are intended to assess.
_____ Focus on Essential Elements- Criteria and descriptors represent best thinking in the field about what it means to perform well on the content standards or learning targets.
· Everything of importance (for students at your level) has been included. Trivial and unrelated features are left out.
· If the rubric is a developmental continuum, the content represent the best thinking in the field about how proficiency develops over time.
STRUCTURE
_____ Number of Criteria- The number of criteria reflects the complexity of the learning target and its intended use.
· If the rubric is holistic, a single scale sufficiently represents the target or the use is solely summative.
· If the target is complex and the use is formative, the rubric in analytic; the number of criteria appropriately define categories of proficiency.
_____ Independence of Criteria- If there are multiple criteria, they are independent of one another—the same or similar features are represented in only one criterion.
_____ Grouping of Descriptors- If there are multiple criteria, indicators and descriptors are grouped logically within each criterion. All descriptors fit under the criterion in which they are placed.
_____ Number of Levels- The number of levels fits complexity of the target and intended use of the data. There are enough levels to reflect typical stages of student understanding, capabilities, or progress, but not so many that it is impossible to distinguish among them.
DESCIPTORS
_____ Kind of Detail- Wording is descriptive of the work.
There is enough detail that it is possible to match a student performance or product to the appropriate level.
Descriptors provide an accurate explanation of the characteristics of quality.
If counting the number or frequency of something is included as an indicator, changes in such counts are indicators of changes in quality.
_____ Content of Levels- The features described across the levels are parallel in content. If a feature is present in one level, it is present in all levels. If a feature is missing at one or more levels, there is a logical rationale.
_____ Formative Usefulness- If the rubric is intended for formative use, its language can function as effective feedback to the student and the teacher, describing strengths and areas needing work in sufficient detail to guide further learning.
· Students can easily use the rubric to revise their own work and plan their own next steps.
· Teachers can easily translate results into instruction.
1
Performance Assessment Task Checklist
CONTENT
_____ Target Alignment- All requirements of the task are directly aligned to the learning target(s) to be assessed. The task will elicit a performance that could be used to judge proficiency on the intended learning targets.
_____ Authenticity- The task provides as realistic a context as possible, given the learning target and intended use of the information. The conditions model application of the learning to a practical situation found in life beyond school.
_____ Choice- If the task allows students to choose different tasks, it is clear that all choices will provide evidence of achievement on the same learning targets. All choices ask for the same performance or product, with approximately the same level of difficulty, and under the same conditions.
_____ Interference- Successful completion of the task does not depend on skills unrelated to the target being measured (e.g., intensive reading in a mathematics task). The task is culturally robust. Successful completion is not dependent on having had one particular cultural or linguistic background.
_____ Resources- All resources required to complete the task successfully are available to all students.
INFORMATION PROVIDED
_____ Instructions- The instructions are clear and unambiguous.
_____ Supplemental Information- The task includes the following information:
· The knowledge students are to use in creating the task
· The performance or product students are to create—what form it should take
· The materials to be used, if any
· Timeline for completion
_____ Time Allowed- The time allowed for the task is sufficient for successful completion.
_____ Level of Scaffolding- The task information is sufficient to let students know what they are to do without giving so much information that the task will no longer measure level of mastery of the intended learning target. The content points the way to success without doing the thinking for the student.
_____ Conditions- If a task assesses a performance skill, it specifies the conditions under which the performance or demonstration is to take place.
_____ Help Allowed- Multi-day tasks specify the help allowed.
_____ Criteria– The task includes a description of (or reference to) the criteria by which the performance or product will be judged. Students are familiar with the criteria.
SAMPLING
_____ Use of Information- The breadth of the task or the number of tasks or repeated instances of performance is sufficient to support the intended use of the information.
_____ Coverage of Target- The breadth of the task or the number of tasks or repeated instances of performance is sufficient to cover the breadth of the intended learning target.
Personal Communication Format, Assessment Use, and Target Type
Page 266 Classroom Assessment for Student Learning text
Critiquing Our Summative Assessments
1. ______Learning targets on the assessment align with unit learning targets/standards.
2. ______Learning targets are clearly aligned to assessment items/task/checklist/rubric criteria. This can be on the assessment itself or as a companion document (blueprint) that may be shared with students before, during, and/or after the assessment is given.
3. ______An appropriate assessment method is used to assess each learning target. (target x method match)
4. ______Assessment method(s) used on the assessment follow the guidelines/rubrics for high quality design.
5. ______Each learning target is appropriately sampled on the assessment (see blueprint and notes below*).
6. ______Assessment task(s) reflect the relative importance of each target (assessment coverage of target aligns with planned instructional time, see blueprint).
*Sampling Tips:
The following advice is always based on the purpose of the assessment, the nature of the standard/learning target, assessment method, and the students.
1. Selected response items- generally need 3 – 5 items per standard/learning target to have evidence if a student has mastered the standard/learning target.
2. Written response items- generally need 1 - 3 items per standard/learning target to have evidence if a student has mastered the standard/learning target.
3. Performance assessment task items- generally 1 item per standard/learning target to have evidence if a student has mastered the standard/learning target.
4. Personal communication task items- generally need 1 - 3 items per standard/learning target to have evidence if a student has mastered the standard/learning target.
Designing a Quiz or Test for Student Self-Assessment and Goal Setting
You can structure a quiz or test to function as both effective feedback and a means for self-assessment and goal setting. This improves achievement if students have an opportunity to study and/or practice after taking the quiz or test and before taking the assessment that counts for the mark or grade. Here is the process: