Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
Part 1 –Design Pattern Attribute Definitions
Instructions for Part 1 – Use the following chart to record the definitions and descriptions
of Design Pattern attributes as they are discussed during the meeting.
Design Pattern
(DP) Attribute
Definition/Description
Focal Knowledge,
Skills, and Abilities
Potential Observations
Potential Work
Products
Characteristic Features
Additional Knowledge,
Skills, and Attributes
Variable Features
Other notes:
PACT CEG Meeting – December 13th & 14th, 2011
Page 1
Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
Part 2 – Matching DP Attributes with Messick’s Assessment Argument
Instructions for Part 2 – Select the generic Design Pattern attributes (on the left) that
match with each of the components of Messick’s Assessment Argument (on the right).
Briefly explain why you selected the particular attributes. Remember to refer to your
resource materials for more information about Messick’s Assessment Argument.
Generic Design Pattern Attributes
Messick’s Assessment Argument
Student Model/Claim
 Focal Knowledge, Skills, and Abilities
 Additional Knowledge, Skills, and
“What construct (complex of student
Attributes
attributes) should be assessed?”
 Potential Observations
 Potential Work Products
 Characteristic Features
 Variable Features
Why did you select these particular attributes?
Evidence Model/Actions
 Focal Knowledge, Skills, and Abilities
 Additional Knowledge, Skills, and
“What behaviors should reveal the
Attributes
construct?”
 Potential Observations
 Potential Work Products
 Characteristic Features
 Variable Features
Why did you select these particular attributes?
Task Model/Situation
 Focal Knowledge, Skills, and Abilities
 Additional Knowledge, Skills, and
“What tasks should elicit those behaviors?”
Attributes
 Potential Observations
 Potential Work Products
 Characteristic Features
 Variable Features
Why did you select these particular attributes?
PACT CEG Meeting – December 13th & 14th, 2011
Page 2
Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
Part 3 – Working with Design Pattern Attributes
Instructions for Part 3 – The major design pattern attributes referenced throughout the
meeting appear in the left column of the chart on the following page. In the right column
are excerpts taken from an attribute entry in a design pattern on “Solving Complex
Mathematical Problems”. Match each excerpt with the design pattern attribute that is
the best fit by drawing a line between them.
PACT CEG Meeting – December 13th & 14th, 2011
Page 3
Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
Part 3 – Working with Design Pattern Attributes
Example – The attribute “Additional Knowledge, Skills, and Abilities” matches with the
excerpt “Ability to identify and use the tools required to solve a problem”
DESIGN PATTERN (DP) ATTRIBUTES
ATTRIBUTE EXCERPTS FROM
SOLVING COMPLEX MATHEMATICAL
PROBLEMS DP
1. Focal Knowledge, Skills, and
Attributes (KSAs)
Efficiency of path taken to solve the
problem
2. Additional Knowledge, Skills, and
Abilities (KSAs)
Ability to identify and use the tools required
to solve a problem
3. Potential Observations
Number of steps needed to solve the
problem
4. Potential Work Products
Present non-routine problems where a
substantial part of the challenge is in
deciding what to do and which
mathematical tools to use
5. Characteristic Features
Ability to make conjectures about the form
and meaning of the solution
6. Variable Features
Written response showing steps taken to
solve the problem
PACT CEG Meeting – December 13th & 14th, 2011
Page 4
Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
Part 4 – Generating Design Pattern Attributes
Below is an example item measuring mathematical ability, specifically the ability to
frame and solve complex problems in geometry (from Appendix C of the Math Content
Specifications from the Smarter Balance Assessment Consortium).
Ms. Olsen is having a new house built on Ash Rd. She
is designing a sidewalk from Ash Road to her front
door. Ms. Olsen wants the sidewalk to have an end
in the shape of an isosceles trapezoid, as shown.
The contractor charges a fee of $200 plus $12 per
square foot of sidewalk. Based on the diagram, what
will the contractor charge Ms. Olsen for her
sidewalk? Show your work or explain how you found
your answer.
PACT CEG Meeting – December 13th & 14th, 2011
Page 5
Planning for the Assessment of Computational Thinking (PACT)
Core Expert Group Meeting
Getting to Know Assessment Design Patterns
A. Please fill in the table below with possible attributes that would come from the
Design Pattern this item could have been built from.
Design Pattern Attribute
Description
Focal KSAs
Additional KSAs
Potential Observations
Variable Features
Characteristic Feature
B. Pick one Variable Feature you identified and explain how the manipulation of this
attribute may affect the emphasis or difficulty of the item.
PACT CEG Meeting – December 13th & 14th, 2011
Page 6