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High-Quality Assessments
Tindley Accelerated Schools 2014
Session Overview
Objectives Review characteristics of a quality
unit assessment. Revise and edit a standards aligned
summative assessment.
Summative vs. Formative
Formative (low stakes)
identify students strengths and weaknesses; forms future planning/instruction
Use information to drive instruction
Examples Pre-tests Exit tickets Individual whiteboard activities Think, pair, share
Summative (high stakes)
Evaluate student learning; Sums up student learning over a given period of time
Based on a standard or a benchmark
Examples State-mandated tests Chapter or unit tests Semester/final exams
Formal vs. Informal
Formal (scored/graded)
Students are compared to other peers within the population
Percentiles or standard scores are most commonly used
Examples Standardized tests Summative Assessments Exams
Informal (content/performance driven)
Standard scores not given
Teacher uses results to tailor instruction
Examples Logs/Journals Games Observation Exit Slips
What Type? Informal or Formal?
What Type? Informal or Formal?
What Type? Informal or Formal?
Common Mistakes
1. Questions/Tasks are not aligned to a unit standard.
2. Questions do not represent/align with the unit knowledge and skills.
3. Questions/Tasks are not as rigorous as they could be (focus on INCCS).
4. Assessments do not adequately prepare students for success on standardized or rigorous future tests.
5. Lack of developed exemplars and rubrics for open-ended questions/tasks.
Writing Aligned Questions
Consider your options for question types:Multiple choice/MatchingShort Response/Fill in the Blank
+ More efficient, easy to scaffold, objective and quick scoring
─ potential for guessing/cheating, formatted for lower-level thinking
Extended ResponseEssay/Performance Task
+ Can cover depth and breadth, easy to see student knowledge, encourages critical thought and expression
─ time-consuming, difficult to cover large amounts of material
Practice with Sample Test
1. Partner Critique: Do the questions align to the standard? Can you identify which knowledge and
skills are providing the basis of the questions?
Provide feedback
Checking Questions for Bloom’s Alignment
Practice with Sample Test
1. Identify which level of Bloom’s each of your questions fits.
2. Determine whether it is appropriately aligned and where you can “amp up” your rigor.
3. Record your notes on the handout.
Rubric-Based Questions/Tasks/Assessments
In some courses or for some units, you may decide to use a project or performance assessment as the summative unit assessment. In this case, a standards-aligned rubric and exemplar are necessary.
When creating a rubric, it’s essential that you align the components of the rubric with standards, skills, and knowledge.
ApplicationPull out your unit assessment and quality check handout. Go through the entire assessment:
Align questions with standards/knowledge/skills
Identify questions that need to be removed/revised
Identify standards/knowledge/skills that aren’t represented and need questions added
Rewrite questions to make sure they are rigorous
Check ratio (too many or too few of one type of question)
Quality Check
Quality Check Questions Yes or No
Does this question align to a standard? If so, Which?
Does this question align to identified knowledge and skills? If so, which?
Does this question align to the Bloom’s level of rigor?Does this question prepare students for success on standardized tests and summative finals?
Is there a rubric included?
Key Takeaways
Share out something you’re taking away from this session:
What is one thing you learned/revised/improved in your approach to planning assessments?
What is something you want to remember when planning future assessments?