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Making Formative and Benchmark Assessments Count

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Goals for the Afternoon. Share lessons learned from the ASK Project (an assessment design project funded ... The Situative Perspective (Sociocultural) ... – PowerPoint PPT presentation

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Title: Making Formative and Benchmark Assessments Count


1
Welcome!
  • Making Formative and Benchmark Assessments Count

WERA Conference December 2007
1
2
Goals for the Afternoon
  • Share lessons learned from the ASK Project (an
    assessment design project funded by the National
    Science Foundation).
  • Designing assessment systems for science
    curriculum.
  • Understanding best practices.

2
3
Purposes
  • Classroom assessment practices
  • Develop assessment strategies and practices that
  • lead to better student achievement and enhance
    instructional practices.
  • Accountability
  • Develop assessments with the technical quality
    needed to provide accountability information to
    districts.

3
4
Advisory Board
BEAR
External Evaluator
Formative Evaluator
LHS
Las Vegas
MS ID
LF SE EV
4
5
Two Reports from NRC
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The Assessment Triangle
OBSERVATION
INTERPRETATION
COGNITION
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The Assessment Triangle
OBSERVATION
INTERPRETATION
COGNITION
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8
Cognition
  • The Cognitive Perspective
  • Focuses on how people develop structures of
    knowledgecontent, reasoning, and problem
    solving.
  • The Situative Perspective (Sociocultural)
  • Focuses on how people learn to participate in the
    practices, goals, and habits of mind of a
    particular community.

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Inquiry Constructs
9
10
Physics of Sound Constructs
10
11
Progress Levels Strategic Conceptual Recogniti
on Notions
11
12
The Assessment Triangle
OBSERVATION
INTERPRETATION
COGNITION
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13
ObservationItem Development
  • Because you cant see directly into a childs
    mind, you have to find ways to infer evidence of
    learning.
  • Items are written
  • Panels review items
  • Researchers look at cognitive demands
  • Students and teachers test them out!
  • Empirical data informs further revisions

13
14
ASK Assessment Items
  • Embedded Assessment items (diagnostic and part of
    daily instruction)
  • Notebook entries
  • Notebook sheets
  • Response sheets
  • Benchmark Assessment items (evaluative, but also
    formativegiven periodically)
  • Short Answer
  • Open Response
  • Multiple Choice/Multiple Answer

14
15
Benchmark Assessments
  • Before starting
  • After Investigation 1
  • After Investigation 2
  • After Investigation 3
  • After Investigation 4
  • After completing the module
  • Survey
  • Inv 1 I-Check
  • Inv 2 I-Check
  • Inv 3 I-Check
  • Inv 4 I-check
  • Posttest

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The Assessment Triangle
OBSERVATION
INTERPRETATION
COGNITION
16
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Coding (scoring) guides
Based on Progress Levels 4 Strategic 3 Conceptua
l 2 Recognition 1 Notions 0 Makes no attempt
(Coding guides are 0-2, 0-3 or 0-4 depending on
the level of the question.)
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Interpretation
  • Qualitative Methods
  • Teacher feedback, expert panels and cognitive
    analysis.
  • Quantitative Methods
  • Item Response Theory (statistical analysis)
  • ClassMap (computer program/reports)

18
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The Assessment Triangle
OBSERVATION (Item development)
INTERPRETATION (Coding guides and measurement
model)
COGNITION (Construct Maps Progress Maps)
19
20
Focus on Embedded Assessment
  • How is embedded assessment enacted within a
    curriculum?
  • Context Physics of Sound

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What students have learned before the lesson
well be doing
  • Sound is caused by vibrations.
  • A sound source is an object that is vibrating.
  • A sound receiver detects sound vibrations.
  • Sounds have identifiable properties.
  • Pitch (a property of sound) is how high or low
    the sound is (volume loud or soft).
  • The faster an object vibrates the higher the
    pitch (and vice versa).

21
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Notes to Myself
Prep for Inv 2
  • Review the At-a-Glance chart
  • Read Background for the Teacher and Teaching
    Children About
  • Read through the steps in Guiding the
    Investigation
  • Review the I-Check for Investigation 2
  • Review the focus questions

22
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Notes to Myself
Prep for Inv 2
  • The three big ideas
  • Sounds are caused by vibrations
  • Clarify distinction between pitch and volume
  • The length of the instrument affects the pitch
  • Shorter length higher pitch
  • Longer length lower pitch
  • Tension also affects the pitch
  • More tension higher pitch
  • Less tension lower pitch

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Focus Question
  • How does length affect the pitch (and therefore
    the speed of vibrations)?

Record observations Waterphone Xylophone Kalimba
String Beam
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Class Discussion
  • How does length affect the pitch (and therefore
    the speed of vibrations)?

Record observations Waterphone Xylophone Kalimba
String Beam
25
26
Notes to Myself
Length/Pitch
Key v Got it! rev reversed ? confused da
didnt answer the question na no answer
Gen
Cala
Derek
Halyn
Badu
Ada
Edita
Flavo
26
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Notes to Myself
Length/Pitch
  • Can students distinguish high from low pitches?
  • Do they know the rule?
  • Why are they inconsistent?

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Next Steps
  • (Can students discriminate pitch?)

Activity Close your eyes. Listen to the
sounds. If the sound has a high pitch, show
thumbs up. If the sound has a low pitch, show
thumbs down.
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What are our rules?
  • The longer the length,
  • the ___________ the pitch,

and the ___________ the vibrations.
29
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What are our rules?
  • The shorter the length,
  • the ___________ the pitch,

and the ___________ the vibrations.
30
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Next Steps
  • The longer the length, the lower the pitch, the
    slower the vibrations.
  • The shorter the length, the higher the pitch, the
    faster the vibrations.

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Next Steps
  • The longer the length, the lower the pitch, the
    faster the vibrations.
  • The shorter the length, the higher the pitch, the
    slower the vibrations.

34
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36
Next Steps
  • What do the dots tell you about your use of the
    rule?
  • Rewrite any sentences you marked with a red or
    yellow dot.

36
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38
Benchmark Assessments
Purposes Summative (measure for giving
grades) Formative (continue the
learning) Procedures Take the test Code, but
dont mark on papers Use self-assessment
strategies with students before revealing codes.
38
39
Students have Learned
  • Sound is caused by vibrating objects.
  • Length affects pitch
  • Longer lower pitch (slower vibrations)
  • Shorter higher pitch (faster vibrations)
  • Tension affects pitch
  • Looser lower pitch (slower vibrations)
  • Tighter higher pitch (faster vibrations)

39
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Benchmark Assessment
  • Take the I-Check for Investigation 2

40
41
Behind the scenes
  • After students take the benchmark, the
    teacher codes the items to determine what
    students know and what they still need help with.
  • The teacher then plans which items to use to help
    students self-assess their understanding.
  • (well come back to coding later)

41
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Self-assessment Strategy Multiple-Choice Corners
  • Look at item 13
  • You will be assigned a letter A, B, or C
  • (In the classroom students would go to the corner
    that corresponds with their actual answer.)
  • Meet with your group to create an argument to
    convince the other groups in the room that your
    answer is the correct one.
  • If at some point you disagree with yourself,
    you are allowed to change corners.

42
43
Self-assessment Strategy Sentence Starters
  • I used to think.but now I think
  • I should have gotten this one right, I just
  • I knowbut Im still not sure about
  • The most important thing to remember is
  • Can you help me with
  • Next time I will remember to
  • Im confused about
  • Now I know

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Sentence StartersAndy
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Sentence StartersAndy
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Sentence StartersRachael
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Sentence StartersRachael
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Coding Benchmark Items
44
Note Coding Guides may be 02, 03 or 04
48
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Levels of Progress
  • 4 Strategic
  • 3 Conceptual
  • 2 Recognition
  • 1 Notions
  • 0 No attempt

49
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Code Inv 2 I-Check
  • Review the coding guide for first item.
  • Code responses for all students on that item
  • Go on to the next item

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The Development Process
  • Construct Maps and Frameworks
  • Item Development
  • Field Testing
  • Analysis using item response theory software
    (ConstructMap)
  • Item fit
  • Standard setting
  • Iterative revision of items
  • Progress Levels and Maps

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Does formative assessment matter?
  • Benchmark scores were not as high as we thought
    they should be.
  • When we interviewed teachers they said they
    looked over students shoulders when they
    wrote in notebooks, but did not critically
    look at embedded assessment evidence.
  • Through FAST Project, worked with a small
    group of teachers to force looking at
    embedded assessments.

53
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Magnetism and Electricity
Strategic Conceptual Recognition Notions
Posttest Results
54
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ClassMap
Berkeley Evaluation and Assessment Research Center
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Beliefs and Actions
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Beliefs and Actions
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Beliefs and Actions
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Beliefs and Actions
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Discussion
  • Questions?
  • Comments?

60
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