Goals to Assessments
1
Matching Learning Goals to Appropriate Assessments
Richard A. Hopkins, Jr.
Walden University
EDUC-6731C-7 Assessment for Student Learning
Instructor: Ralph Prall
September 11, 2011
Goals to Assessments
2
Matching Learning Goals to Appropriate Assessments
History is a pack of lies we play on the dead. –Voltaire
Is the juice worth the squeeze
The Power of People and Ideas (Unit Title)
The provocative quote from Voltaire above, although referring to the subjectivity of historical
reflection and recording, quite adequately could be applied to the challenges we face in our efforts to
assess student work. What we measure and how we measure it is of essential importance in both the
intellectual and emotional growth of our students. In order to guide and nurture this growth it is of the
utmost importance that we remain cognizant of the influence we wield in the lives of the kids we hope
to nurture. Assessment and grading cannot be overlooked if we are to provide the holistic approach that
is encouraged by Jay McTighe (Laureate, 2010); an approach that does not ignore the rich dynamics at
the core of each and every one of us. The “purpose of assessment is not to rate, rank, sort, and
humiliate students, but rather to provide meaningful feedback that leads to improved performance”
(Reeves, 2007). If this feedback causes harm and does not promote improved work we have truly failed.
The interdisciplinary unit assessment procedures we will investigate here spring from valid research
that serves as a framework for productive teaching and learning. Chappuis, Chappuis and Stiggins (2009)
point out that “the assessor must begin with a clear picture of why he or she is conducting (an)
assessment” if the evidence compiled will be of any value. In this area teachers run into obstacles that
include time limitations and standardized benchmarks. This fact should not discourage, but serves as a
catalyst for further reflection and revision. Just as we strive for our students to achieve we need to
practice and model the same for ourselves.
Although the IUP I have planned ultimately engages all of the disciplines, for the sake of this inquiry I
have chosen to focus on the English and Social Studies elements of assessment. The Age of
Enlightenment provides us with a wealth of people and ideas to explore in the creation of a 21st century
encyclopedia in the manner of Denis Diderot. In his initial work essays and other forms of prose were
presented in both an objective as well as subjective spirit with the expressed purpose of providing a
central resource for learning and general reference. Likewise, the final product of our IUP will include
such work though the inclusion of 21st century technologies inevitably increases the authenticity and
value of the students’ creation. Through diagnostic, formative, and summative assessments (Laureate,
2010) the teacher and student will monitor progress and in a way in which the process is as meaningful
as the goal of completion. Jay McTighe mentions in the video lecture “Assessment Principals and
Practices” that a teacher once explained to him that the ‘juice must be worth the squeeze.’ Ideally this
process of assessment evaluation ensures, or at least promotes, the value of the squeeze.
Unit Learning Goals
The learning goals of the unit are directly informed by the Utah State Office of Education (USOE,
2011) standards for English and Social Studies. As a framework for this lesson they align quite well. The
state standard 4 that “students (in Social Studies classes) will understand the influence of revolution and
social change in the transition from early modern to contemporary societies” exemplifies the work the
Goals to Assessments
3
students will create throughout this unit. This Interdisciplinary Encyclopedia greatly resembles the
classroom museum outlined by McTighe and O’Connor (2005) in their succinct and insightful article
Seven Practices for Effective Learning. Essential people and ideas from The Enlightenment will be
explored as the students add to a computer encyclopedia that we will build on the Edmodo.com web
site. Students will add to the encyclopedia, making connections to our contemporary world, as they
“assess the importance of intellectual and cultural change on early modern society” (USOE, 2011).
Through analysis of significant ideas and philosophies the students of history will be empowered as they
note the lasting impact of thought throughout time. Central to our task will be a familiarity with
computer technology that is an intrinsic part of modern life. Formally, through benchmark completion,
and informally, with the use of observation and ongoing dialogue between peers and teachers, the
students will have the opportunity to refine their work without the fear of failure looming over their
heads in the form of selected response tests as an overall evaluative tool. How true it is that “only in
schools do students face the prospect of one-shot, do-or-die assessments.” (Guskey in Reeves, p23,
2007). We want assessment to be a guide, not a weapon.
Students in English classes “will write informational and literary text to reflect on and recreate
experiences, report observations, and persuade others” (USOE, 2011) primarily focusing on the
influential authors of The Enlightenment. Just as these authors of old encouraged a newer, perhaps
freer approach to thought we seek this for our students as well. In the IUP encyclopedia the kids will be
expected to not only detail the key concepts of the period under inspection, but to comment, elaborate,
and explore their own feelings and thoughts on the topics raised by Locke, Rousseau, and Voltaire. The
first objective of the second standard for English classes in Utah calls for students to analyze a wide
range of ideas and opposing opinions. As this is the impetus for our Encyclopedia the IUP actually will
use the state standards as the framework and catalyst for our work. The process of assessment, “making
inferences from evidence or data” (Laureate, 2010), will direct our efforts throughout the project in a
fashion that will direct and not discourage. Indeed the range of topics and medium of presentation will
also promote the equity called for by Douglas Reeves (2007); an equity that truly levels the playing field,
eliminates the competitive nature many school tasks encourage, and fosters positive student learning.
“Studies serve for delight, for ornament, and for ability.” -Francis Bacon
Learning Goal Categories
In order for the IUP to be valid there needs to be a marriage of the assessment categories
(Knowledge, Reasoning, Skills, Product/Performance). Our learning targets and assessment methods
(Chappuis, Chappuis & Stiggins, 2009) must be considered prior to any academic engement. What we
assess and how we assess it signals to students what we value and how they should learn the
information (Laureate, 2010) so therefore nothing in the process can be taken for granted. The History
goal of knowledge attainment allows for extended written responses essential to the internalization of
information that lays the foundation for reasoning opportunities. Skills and product development are
enhanced by the ongoing creation of the master work that will be a patch-work quilt of all the students
Goals to Assessments
4
efforts. As the students synthesize their learning they will understand the subjective nature of thought
as they explore their own ideas regarding the theories proposed during The Enlightenment.
Students in English classes will likewise evaluate their own perceptions on government, society, and
an array of cultural paradigms as they analyze and reflect upon the people and ideas under inspection.
The knowledge and reasoning targets (Chappuis, Chappuis & Stiggins, 2009) will set the stage for the
performance and product targets that will come in the form of the students’ written submissions to the
encyclopedia. Measurement of skills will be informed by increased ability in the utilization of the
technological medium that we have chosen for our finished product. Although largely informal, the work
students do together and under the tutelage of the instructor will consistently be fine-tuned as we face
challenges together. The content of The Enlightenment and the process of the 21st century technologies
provide the class with myriad opportunities for the higher-order learning and practical application that
can make education purposeful and rewarding.
.
Brief description of what the assessment might consist of or look like for each learning goal
Throughout the process of our encyclopedic compilation students will have the chance to display
their various skills and interests in ways that multiple-choice tests could never elicit. Jay McTighe points
out that “only assessing discrete skills does not inform us about how the skills will be used” (Laureate,
2010) in the ‘real world.’ This IUP will allow for students to grow where they are planted, using their
own ability and curiosity as the learning targets and assessment methods provide a direction and focus
that is designed to empower and not frustrate growth. In approaching the assignment this way
“students have some choice about the specific products they will develop, which enables them to work
to their strengths” (McTighe & O’Connor, 2005). With the level of familiarity increased the students will
engage with less ‘fear of failure’; a fear that can only hamper productivity.
In both Social Studies and English classes the students will be introduced to initial selected response
questions in order to establish a diagnostic summary of the knowledge they already possess. Formative
assessments will be undertaken throughout the IUP as students research and create. Writing samples
and revisions will be benefitial in both disciplines and the teacher will be able to add resources,
prompts, and guidance directly on the website. Such immediate feedback is one of the great positive
elements of the computer age; an age that often impacts our kids more out of than in school. The final
product of the encyclopedia will be a time for celebration in which we share our creations in an
environment of mutual accomplishment. Due to the fact that teacher and peers have been working
together throughout the project the chance for failure should be greatly minimized. The nurturing,
community based aspects of this IUP exemplifies the core understanding that teaching “is not merely
the act of transmitting knowledge, but an inherently collaborative, interactive, and relationship-based
enterprise” (Reeves, 2007). When students know they are valued and valuable they will inevitably
produce continually better work. I sincerely believe this to be true.
Goals to Assessments
5
Explanation of why this option would be a good match with the learning goal and for the students you
teach
Too often education suffers from “fragmentation and isolation” (Reeves, 2007)
“Internalize the difference” in terms of quality work (McTighe & O’Connor, 2005)
Minimize any bias (Chappuis, Chappuis & Stiggins, 2009).
Contemporary and Historical Perspectives on Assessment
Hampshire
“Only in schools do students face the prospect of one-shot, do-or-die assessments.” (Guskey in Reeves
p23, 2007)
“…the history of education is littered with short-lived reforms…” (Reeves, 2007, p10)
Socratic Method
Education of the “whole child” Rousseau
NCLB “has exposed students to an unprecedented overflow of testing” (Chappuis, Chappuis & Stiggins,
2009)
Reflection on Assessment
Richard III “Kingdom for a horse” and education analogy (mine)
Validity= Valid conclusions drawn from results. (Laureate, 2010) McTighe
At this point my objective is to maintain creativity and enthusiasm while simultaneously adhering to the
principles that encourage consistency in the our classrooms. Interesting balance, but our ongoing efforts
are truly of value.
reflect on how your assessment plan promotes learning and achievement for all students. Consider
how your plan aligns with contemporary perspectives on assessment described by Dr. Douglas Reeves
in this week’s required reading. How does this vision compare to historical perspectives regarding the
purpose of assessment?
Submit your summary of how the learning goals of your unit matched to assessment methods. Include
your reflection on your assessment plan based on the prompt above.
Goals to Assessments
6
References
Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The Quest for Quality. Educational Leadership, 67(3), 1419. Retrieved from the Academic Search Complete Database.
Laureate Education, Inc. (Producer). (2010). Assessment Principles and Practices [Motion Picture].
[Featuring Jay McTighe]. United States: Laureate Education Inc
McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3),
10–17. Retrieved from the Academic Search Complete database.
Reeves, D. B. (Ed.). (2007). Ahead of the curve: The power of assessment to transform teaching and
learning. Bloomington, IN: Solution Tree Press.
Utah State of Education Curriculum Standards. Cited as (USOE 2011). Retrieved from
http://www.uen.org/core/
Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work Submitted
A: Exemplary Work
A = 4.00; A- =
3.75
Work reflects graduatelevel critical, analytical
thinking.
All of the previous, in
addition to the
following:
Adherence to Assignment
Expectations
B: Graduate Level Work
C: Minimal Work
F: Work Submitted but
Unacceptable
B+ = 3.50; B = 3.00;
F = 1.00
B- = 2.75
C+ = 2.50; C = 2.00;
All of the previous, in
addition to the
following:
C- = 1.75
All parts of the
assignment are
Most parts of
assignment are
completed.
Does not fulfill the
expectations of the
Goals to Assessments
7
completed, with fully
developed topics.
The extent to which work
meets the assigned criteria.
assignment.
Assignment exceeds
expectations,
integrating additional
material and/or
information.
The work is presented in
a thorough and detailed
manner.
Topics are not fully
developed.
Key components are not
included.
Assignment
demonstrates
appropriate breadth and
depth.
Assignment
demonstrates minimal
depth and breadth.
Assignment lacks
breadth and depth.
Assignment
demonstrates
exceptional breadth and
depth.
Assimilation and Synthesis
of Ideas
The extent to which the
work reflects the student’s
ability toUnderstand the
assignment’s
purpose;
2. Understand and
analyze material
in videos,
readings, and
discussions;
3. Apply
presented
strategies
**May include, but are not
limited to, scholarly articles,
collegial discussions;
information from
conferences, in service,
faculty development, and/or
meetings. .
Demonstrates the ability
intellectually to explore
and/or implement key
instructional concepts.
Demonstrates a clear
understanding of the
assignment’s purpose.
Shows some degree of
understanding of the
assignment’s purpose.
Includes specific
information from course
videos or required
readings to support
major points.
Generally applies
theories, concepts,
and/or strategies
correctly, with ideas
unclear and/or
underdeveloped
Shows a lack of
understanding of the
assignment’s purpose.
1.
Written Expression and
Formatting
The extent to which
scholarly, critical, analytical
writing is presented in APA
Demonstrates
exceptional inclusion of
major points, using
creditable sources**, in
addition to course videos
or required readings.
Does not apply theories,
concepts, and/or
strategies
Demonstrates insightful
reflection and/or critical
thinking.
Provides careful
consideration of key
instructional concepts.
Represents scholarly
writing in a correct APA
format.
Work is well organized
with correct APA
formatting throughout.
Minimally includes
specific information from
course videos or
required readings.
Somewhat represents
mature, scholarly,
graduate-level writing,
with APA generally
followed.
Does not include specific
information from course
videos or required
readings.
The quality of writing
and/or APA formatting
are not acceptable for
graduate level work.
Goals to Assessments
8
format;
Major points do not
reflect appropriate
elements of
communication.
Standard Edited English ( i.e.
correct grammar,
mechanics).
Work is unified around a
central purpose with
well-developed ideas,
logically organized in
paragraph structure with
clear transitions.
Effective sentence
variety; clear, concise,
and powerful expression
are evident.
Work is written in
Standard Edited English.
No prominent errors
interfere with reading.
Final Assignment Grade
Ideas are clearly and
concisely expressed.
Ideas are not clearly and
concisely expressed.
Elements of effective
communication such as
an introduction and
conclusion are included.
Work is written in
Standard Edited English
with few, if any,
grammatical or
mechanical errors
B: Graduate Level Work
A: Exemplary Work
A = 4.00; A- = 3.75
Elements of effective
communication such as
an introduction and
conclusion are not
included.
Work contains more
than a few grammatical,
or mechanical errors.
Work is not written in
Standard Edited English.
Contains many
grammatical or
mechanical errors
C: Minimal Work
F: Work Submitted but
Unacceptable
B+ = 3.50; B = 3.00;
B- = 2.75
No effort to express
ideas clearly and
concisely.
C+ = 2.50; C = 2.00;
C- = 1.75
F = 1.00