Target -Method
Match
Selecting The Right Assessment
Keys to Quality Classroom Assessment
Accurate Assessment
Clear Targets
Clear Purposes
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use results?
Good Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Sound Communication
Effectively Used
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
4 types Learning Targets
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Knowledge
Reasoning
Performance/Skill
Product
Relationship of Targets
Standard (target) type
Underpinning Learning
Targets
Product
Product + S + R + K
Skill
Skill + R + K
Reasoning
Reasoning + K
Knowledge
Knowledge
Review: Why It’s Important to
Determine Target Type
• Know if the assessment adequately covers what we taught
• Correctly identify what students know and don’t know
• Keep track of student learning target by target or standard by
standard
• Helps determine HOW to assess (method)
Clear Targets:
Benefit to Students
• According to Marzano, “Students who could identify their
learning (I can statements) scored 27 percentile points higher
than those who could not.
• Students can hit any target they can see that holds still for
them.
Target -Method Match:
What is it?
• A way to design assessments that cover our targets
• Answers “ASSESS HOW?”
Methods:
Types of Assessment Methods
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Selected response & short answer
Extended written response
Performance assessment
Personal communication
Selected Response (SR)
• Students select correct or best response from a
list provided
• Students’ scores are figured as the number or
proportion of questions answered correctly
• Formats include:
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Multiple choice
True/false
Matching
Short answer
Fill-in questions
Extended Written Response (EWR)
• Requires students to construct a written answer
in response to a question or task (not select one
from a list)
• extended = several sentences in length
• Examples:
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Compare pieces of literature
Solve a math problem, show & explain work
Interpret music, scientific info. or polling data
Analyze artwork
Describe in detail an economics process
Extended Written Response
• Correctness judged by:
• Giving points for specific info. present OR
• Use of a rubric
• Scores can be:
• Percentage of points attained OR
• Rubric scores
Performance Assessment (PA)
• Based on observation & judgment
• Judgment made on quality
• Examples:
• Playing instrument; speaking in foreign language; working in a
group (the doing/process is impt)
• Creating products like a lab report, term paper, work of art
(quality of product is impt)
Performance Assessment
• 2 parts:
• Performance task or exercise
• Scoring guide/Rubric
• Scoring guide:
• Can award points for specific features of performance
or product
• Can take form of rubric: levels of quality described
• Scores could be number or percent of points
earned or a rubric score
Personal Communication (PC)
• Find out what students have learned through
interacting with them
• Often an informal assessment, but if clear &
accurate info. is gathered, can be used for
feedback to students, self-reflection for
students, goal setting
• Examples:
• Oral examinations
• Interviewing students in conferences
• Looking at & responding to students’ comments in
journals and logs
Personal Communication
• Student responses evaluated in 2 ways:
• Correct/incorrect (for short, simple answers; parallels scoring of
written selected response questions)
• Evaluate quality (for longer, more complex; parallels to extended
written response)
• Could use a rubric to score or scoring guide
Matching Target and
Assessment Methods
Accuracy in the classroom assessment revolves around
matching the different target TYPES with the appropriate form
of assessment METHODS
Which METHOD would you use
to assess the following?
1.
Ability to write clearly and coherently
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2.
Performance assessment
Group discussion proficiency
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3.
Performance assessment
Reading comprehension
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4.
SR, EWR or PC (not PA b/c it’s a reasoning target)
Proficiency using specified math procedures
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5.
Could be knowledge or reasoning: SR, EWR, PC
Proficiency conducting investigations in science
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Performance assessment