March 10, 2005 EDTE 373A

1
March 10, 2005 EDTE 373A

• Review your Stage 3 Plan based on Diagnostic,
  Formative and Summative Assessments
• Discuss your rubrics and assessment criteria
• Performance Assessments using GRASPS
• Validity Reliability

2
Stage 3 acceptable evidence

• Judicial Analogy
• What preponderance of evidence would show that
  students have achieved the desired understanding,
  knowledge, and skill?

3
Reliability Snapshot vs. Photo Album

• Sound assessment (particularly of State
  Standards) requires multiple evidence over time -
  a photo album vs. a single snapshot

4
For Reliability SufficiencyUse a Variety of
Assessments

• Varied types, over time
• authentic tasks and projects
• academic exam questions, prompts, and problems
• quizzes and test items
• informal checks for understanding
• student self-assessments

5
These Multiple Assessment Methods should be
imbedded in the 3 levels identified in the Stage
3 Template

• 1. Diagnostic Assessment
• 2. Formative Assessment
• 3. Summative Assessment

6
Jump ahead To Criteria
7
Diagnostic Assessments

• Measure existing knowledge skills
• Measure mastery of preceding sets of content
  standards
• Serve as a diagnostic tool to help plan
  instruction
• Provide pre-test data to be compared to
  post-test data at the end of the unit
• Should be administered under same conditions for
  all students

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
8
Formative (Progress Monitoring) Assessments

• Monitor student progress on an ongoing basis
  throughout the unit
• Inform the teacher about what is working, what
  isnt and what adjustments to the plan are needed
• Identify struggling students who need direct
  interventions
• Provide quick feedback to students with
  opportunities to improve

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
9
Summative quizzes, tests, prompts, and/or other
assessments

• End-of-unit measurement of students ability to
  apply the science knowledge and skills they have
  acquired.
• Require students to demonstrate the extent they
  have met the goals and objectives identified in
  Stage 2
• Provide a post-test comparison to the
  pre-test conducted before the unit began

Click HERE for web links to grade-level
assessments or click on the arrow to the right to
return to the Stage 3 Template
10
Web Links to Grade Level Assessments

• Grade 5
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_5.pdf
• http//education.jlab.org/solquiz/sci5_26.html
• http//web.dps.k12.va.us/parkave/soltest.htm
• http//www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level1test.pdf
• http//www.exemplars.com/science_3-5/science_3-5_s
  ample.html
• Grade 6
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level2test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html

• Grade 7
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964
• http//www.exemplars.com/science_6-8/science_6-8_s
  ample.html
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 8
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/sci8_42.html
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci6_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc6_at99.pdf
• http//www.ode.state.oh.us/proficiency/sample_test
  s/sixth/6ptscie.pdf
• http//tp1.clearlearning.com/ISBE/2003/grade7scien
  ce/index.html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  964

Back to Assmnt Template
11
Web Links to High School Assessments

• Grade 9-12 Biology
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.4tests.com/exams/examdetail.asp?eid39
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf
• http//www.state.tn.us/education/tsscwebsamf02tng.
  pdf
• http//testpilot.isbe.net/ISBE/PSAE/Science/index.
  html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  2295
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Chemistry
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/chem_37.html
• http//www.4tests.com/exams/examdetail.asp?eid33
  
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf

• Grade 9-12 Physics
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//www.vismt.org/programs/assessment/sample_te
  st_9.pdf
• http//www.vismt.org/programs/assessment/sample_te
  st_11.pdf
• http//www.getsmarter.org/challenge/real.cfm?grade
  12thsubjectphysicsnameLeftBlanksex0age1s
  tateLeftBlankcountryUnitedStatesiam1rating0
  access3
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//testpilot.isbe.net/ISBE/PSAE/Science/index.
  html
• http//www.learn.co.uk/default.asp?WCITopicWCU3
  3620
• http//nces.ed.gov/nationsreportcard/ITMRLS/search
  .asp?picksubjScience
• Grade 9-12 Earth Sciences
• http//pals.sri.com/
• http//WWW.CORWINPRESS.COM/searchresults.aspx?sear
  ch_textAssessing Student Understanding in
  Sciencesatruesc1
• http//education.jlab.org/solquiz/esci_73.html
• http//www.aea3.k12.ia.us/divisions/instr/science/
  Level3test.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/2000/sci9_at_2000.pdf
• http//www.learning.gov.ab.ca/k_12/testing/achieve
  ment/tests/1999/sc9_at_99.pdf

Back to Assmnt Template
12
By what specific criteria will student work be
evaluated?

• Understanding
• 4
• 3
• 2
• 1

• Performance
• 4
• 3
• 2
• 1

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Implications for Rubrics

• Include at least 2 traits to distinguish
  between

14
Validity is Key to Thinking Like An Assessor

• Validity involves asking
• Can we infer from the evidence provided by the
  assessment to the standard(s)? Is this the right
  kind of evidence for making the inferences
  needed?
• How far can we generalize from the (inherently
  limited sample of) evidence?

15
Authentic Assessment

• Performance-based
• may be used to assess correct answers and the
  processes used to get there
• usually involves use of concrete materials
• may include models, scientific illustrations
  diagrams, experiments, and other contextualized
  demonstrations
• Projects students investigate authentic
  questions and use processes of investigation
  experimentation to find solutions
• Interviews Student Journals a good way to
  identify thinking problem-solving abilities,
  misconceptions, and communication skills
• Portfolios a collection of student work over
  time that provides evidence and reflections
  demonstrating knowledge, abilities
  understanding
• Graphic Organizers such as concept maps Venn
  diagrams help assess students grasp of the
  interrelationship among concepts

16
Key Validity Questions

• 1. Could the performance be accomplished (or the
  test be passed) without in-depth understanding?
• 2. Could the specific performance be poor, but
  the student still understand the ideas in
  question?
• The goal is to answer NO to both

17
Just because the student knows it

• Evidence of understanding is a greater challenge
  than evidence that the student knows a correct or
  valid answer
• Understanding can only be inferred if we see
  evidence that the student knows why (it works, it
  is important) knows how (to apply it)

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Scenarios for Authentic Tasks

• Build assessments anchored in authentic tasks
  using GRASPS
• What is the Goal in the scenario?
• What is the Role?
• Who is the Audience?
• What is your Situation (context)?
• What is the Performance challenge?
• By what Standards will work be judged in the
  scenario?

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For Next Week

• Bring a rough draft of your Assessment Plan for
  your EDTE 116 Unit Plan
• This should include an outline of Diagnostic,
  Formative Summative Assessments
• At least 1 assessment in each of the 3 categories
  should be fleshed out, including clear criteria
  and rubrics
• One of your assessments should be a Performance
  Assessment using GRASPS
• Submit your finished draft electronically by
  March 28th.