Standards-Based Assessment DesignMCLA PRACTICAL PROFICIENCY OCTOBER 27, 2014

HEIDI MCGINLEY, EXECUTIVE DIRECTOR, DIRECTOR@MAINECLA.ORG

Outcome

Explore a four-step standards-based assessment design/alignment process.

Two key concepts

1. It’s only about the standard.

2. It’s all about fairness to students.

Assumptions

1. Assessment is essential in the teaching and learning process.

2. The principles of valid assessment design and use apply in a proficiency-based system.

3. How student evidence is generated and evaluated matters in determining proficiency.

Process

Developed nationally in the late 1990’sUsed to develop the Smarter Balanced Assessment Consortium Assessments

Experience a complete sequenceIdentify the implications for your own work

Steps in SB Assessment Design/Alignment

Step 1. Unpack the indicator. Step 2. Write the scoring guide. Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency. Step 4. Write/align the assessment.

How are the four steps similar and different than what you’re currently

doing?

Step 1. Unpack the indicator.

What exactly are we measuring?

Identify the main ideas or concepts and the supporting details in informational text.

1. Content domain, strand

2. Level of demand (verbs)

3. Types/kinds

Identify the main ideas or concepts and the supporting details in informational text.

1. Content domain, strand◦ Informational text

2. Level of demand (verbs)

3. Types/kinds

Identify the main ideas or concepts and the supporting details in informational text.

1. Content domain, strand◦ Informational text

2. Level of demand (verbs)◦ Identify

3. Types/kinds

Identify the main ideas or concepts and the supporting details in informational text.

1. Content domain, strand◦ Informational text

2. Level of demand (verbs)◦ Identify

3. Types/kinds ◦ Main ideas/concepts◦ Supporting details for each main idea

Step 2. Write the scoring guide.

Why a four-point scale?

Rhetorical Essay Grading Checklist

1. Introductory paragraph and thesis statement 20 points

2. Organization and coherence produce a coherent whole 15 points

3. Support for the main idea. 20 points

4. Conclusion 15 points

5. Voice 15 points

6. Conventions 15 points

Step 2. Write the scoring guide.1 2 3 4

The student:Identifies:1. the main

ideas/concepts2. the supporting

details for each main idea.

Step 2. Write the scoring guide.1 2 3 4

The student:Identifies:1. the main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

Step 2. Write the scoring guide.1 2 3 4

The student:Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified.ORIdentifies the required main ideas and provides few or inaccurate supporting details for some or all.

The student:Identifies:1. the main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

Step 2. Write the scoring guide.1 2 3 4

The student:Identifies fewer than _____ main ideas with few/no relevant details.

The student:Identifies fewer than ___ main ideas/concepts and provides accurate supporting details for those identified.ORIdentifies the required main ideas and provides few or inaccurate supporting details for some or all.

The student:Identifies:1. _____ main

ideas/concepts in informational text. (How many main ideas? What kind of text?)

2. the supporting details for each main idea. (How many supporting details?)

The student identifies all main ideas and all supporting details.

Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency.

Why does the demonstration matter?

Fair Opportunity to Demonstrate1. The method must allow students to demonstrate.2. Last best demonstrations are counted. Evidence

collected before the student is ready (or has had opportunity to learn) are not.

3. Evaluation of student evidence is uniform by all scorers. The scoring guide!

4. Student work is often the best indicator of fairness/unfairness.

Step 3. Determine what methods/types of demonstration will allow students to provide the required evidence of proficiency.

Read a new informational text with:More than 1 main idea.Ample supporting details for each main idea.Appropriate level of text complexity.

AND the student must:Be provided with a way to communicate the main ideas and their associated details without re-writing the text.

Go to http

://mainecla.org/practical-proficiency-2014/ Password: FALL2014

Open Porky 1

Confirm with student work…

Open Porky 2

SBA Design Principles1. Assessing student proficiency of an indicator is a literal process.

2. The scoring guide is aligned with the requirements of the indicator.

3. The range of acceptable student responses is clearly stated at each score point and determined by what the indicator requires.

4. One demonstration of proficiency must allow students to demonstrate at all score points.

5. Methods of demonstration are aligned with the requirements of the indicator.

What are the implications of the four-step model?

For students? For teachers?

What is alignment?

TargetDemo/Assess

What is alignment? Target: Fluently add and subtract 1 digit numbers.

1. Beth says that 2 + 4 = 6. Explain why Beth is correct.2. Jason says that 4 - 3 = 1. Explain why Jason is correct.

Do these items assess the target?

Fluently add and subtract 1 digit numbers.

1. 2 + 4 = ____.

2. 4 - 3 = ____.

What are the implications of standards being measured indicator by indicator?