Michigan Assessment Consortium Common Assessment Development Series Module

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

Narrated By: Ellen Vorenkamp Wayne RESA 2

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

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

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

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

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

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

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

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

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 11 Right—Using It Well. Assessment Training Institute, Portland, OR.

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

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

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

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

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

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: 17 Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

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

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

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

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

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

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

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

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

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

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

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

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

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

Target/Method Match 31

Target/Method Match Target Selected Response Knowledge Yes! Extended Written Response Performance Assessment Yes No - Too Understand time ings of consuming relationship s among elements of knowledge Observation/ Conversation Perhaps Question, evaluate answers, infer mastery – but time consuming 32

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

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

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

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

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

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