Foundations of
Assessment Design
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thierck@gmail.com
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TEACH
OTHERS
DONE SOME
STUDIED IT
NOT MUCH
RATE YOUR experience in designing Assessments...
When I design buildings, I think of the
overall composition, much as the parts
of a body would fit together. On top of
that, I think about how people will
approach the building and experience
that space.
Tadao Ando
Our Work Together...
A Consistent and Balanced System,
where each part sees its relationship to
the whole
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Our Work Together...
Collective Understanding of the Work
of Adults and the Student Work
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Our Work Together...
Collaboration: Developing Consistency
and Cohesion within the same grade and
courses
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Our Work Together...
Design that Emphasizes the Rigor and
the Relevance of the Standards
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Our Work Together...
A Consistent and Balanced System:
Checking our Vertical Alignment
 Collective Understanding of the Work
of Adults and the Student Work
 Collaboration: Developing
Consistency and Cohesion within the
same grade and courses
 Design that Emphasizes the Rigor
and the Relevance of the Standards

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Phase 1. Choose the standards &
plan engagement.
Design in
5
Phase 2. Sketch out learning goals
Phase 3. Create an Assessment Plan
Phase 4. Create or Revise the
Assessment
Phase 5. Determine student
HO p. 2
investment and reporting
method
Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution
Phase 1. Choose the standards &
plan engagement.
Design in
5
Phase 2. Sketch out learning goals
Phase 3. Create an Assessment Plan
Phase 4. Create or Revise the
Assessment
Phase 5. Determine student
investment and reporting
method
Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution
HO p. 2
Phase 1. Choose Standards
and Plan Engagement.
Choose the standards to be assessed.
 Determine the big idea, relevant
connection or essential question.

Informed by curriculum maps, pacing
calendars, and other supplemental
documents.
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College and Career Anchor Standards for
Reading and Writing (selected, HO p.3)
R.2 Determine central ideas or themes of a text and analyze
their development; summarize the key supporting details and
ideas.
R.7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in
words.
W.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
W.8 Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and then integrate the plagiarism. information while avoiding
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HO page
3
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An Enduring Understanding
Knowing the value of money, and
how to add and subtract money,
helps me make smart choices
about how to spend and save.
Adapted from Design in 5: Essential Phases to Create Engaging
Assessment Practice, N. Vagle, 2014, Solution Tree Press
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1.
2.
3.
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Phase 1 Template
HO p. 6
Adapted from
Design in 5:
Essential Phases to
Create Engaging
Assessment
Practice, N. Vagle,
2014, Solution Tree
Press
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Phase 2. Sketch out the
Learning Goals
Analyze (Unpack) the standards.
1. Circle Verbs
2. Underline key concepts, vocabulary
and context
How do your grade level standards
change from the previous grade and
then to the next grade?
3. Write out learning goals.
HO p. 8
4. Put learning goals in cognitive order.
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Grade 2




RI.2 Identify the main topic of a multi-paragraph text
as well as the focus of specific paragraphs within the
text.
RI.7 Explain how specific images (e.g., a diagram
showing how a machine works) contribute to and
clarify a text.
W.1 Write informative/ explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
W.8 Recall information from experiences or gather
information from provided sources to answer a
question.
HO p. 3
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Grade 2




RI.2 IDENTIFY the main topic of a multi-paragraph
text as well as the focus of specific paragraphs within
the text.
RI.7 EXPLAIN how specific images (e.g., a diagram
showing how a machine works) CONTRIBUTE to and
CLARIFY a text.
W.1 WRITE informative/ explanatory texts in which
they INTRODUCE a topic, USE facts and definitions
to DEVELOP points, and PROVIDE a concluding
statement or section.
W.8 RECALL information from experiences or
GATHER information from provided sources to
ANSWER a question.
HO p. 3
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How do your grade level
standards change from the
previous grade and then to the
next grade?
HO page
3
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Write TWO Learning Goals
from your analysis.
SAMPLES – Learning goals must include
a verb and then some explanation
I can identify the main topic of a multiparagraph text.
I can gather information from a provided
source to answer a question.
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Learning Goals Ladder
HO p. 8
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Using the Learning Goals you developed, put
them in cognitive order from simple to complex.
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Pause & Ponder



Why are phases 1 and 2 so essential
to the design process?
Planning engagement: Why plan
engagement?
What would be the benefit of doing
this process? When could it be
embedded in your work?
HO p. 7
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Phase 3. The Assessment Plan
HO p. 11
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Matching Target to Method
•Multiple

I can explain
how specific
images clarify a
text.
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choice?
•Short answer?
•Essay?
•Create a game
•Present a
speech
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HO p. 12
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Reviewing and Revising a
Current Assessment
HO p. 13-14
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Sample Assessments to Critique
2nd Grade Language Arts p. 16-21
 3rd Grade Language Arts p. 22-24
 5th Grade Language Arts p. 25-28
 Middle School Language Arts: 7th Grade
Gift of the Magi p. 29-33
 Middle School Math p. 34-36
 High School: Is Conspiracy Ever Justified?
P. 37-38
 Middle School: Hurricane Sandy p. 39
 High School: Stadium Mess p. 40

HO p. 13-14
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Other Sessions to Consider to Deepen this Work…




Phases 1-3
 Analyzing Reading Standards and Assessment Plan
 Analyzing Math & Assessment Plans
Phase 3
 Choosing the Right Assessment Method
Phase 4
 Analyzing the Rigor of PARCC Items
 Rigorous Selected Response
 Rigorous Constructed Response
 Creating High Quality Rubrics
Phase 5
 Grading
 Collaboratively Scoring Student Work
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Guiding Your Learning with an
Exit Ticket…
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Tom Hierck
@thierck
thierck@gmail.com
Thank you.
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