GEORGIA PERFORMANCE STANDARDS
Day 3: Assessment FOR Learning
Training Overview: Day Three
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Introduction to Module
Introduction to Assessment
Balanced Assessment
Matching Assessments to Standards
Constructing Rubrics and Performance Assessments
Grading Student Work
Putting It All Together
Day Three Objectives
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Explain why assessment is Stage 2 in the Standards-Based
Education process.
Identify the purpose of assessment in the classroom.
Differentiate among different types of assessment and
assessment formats.
Given specific standards and a purpose for assessment, determine
which assessment methods would be most appropriate at various
times to increase student learning.
Determine guidelines for constructing performance assessments
and rubrics.
Explain the differences between assessment and grading.
Create a balanced assessment plan for a unit, including examples
of performance tasks and rubrics.
Essential Question (overarching)
• How do I determine appropriate and acceptable
evidence of learning?
OR
• How will I know if my students know it and/or can
do it?
Standards Based Education Model
Stage 1:
GPS
Standards
Above, plus
Elements
All Above, plus
Tasks
Student Work
Teacher
Commentary
All Above
Identify Desired Results
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
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Skills and Knowledge
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know if my students
know it and/or can do it?
(to assess student progress toward
desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to help my students learn the
required knowledge and skills?
(to support student success on assessments,
leading to desired results)
The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Standards-based Practice
Select standards from among those students need
to know
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Design an assessment through which students will
have an opportunity to demonstrate those things
Decide what learning opportunities students will
need to learn those things and plan appropriate
instruction to assure that each student has
adequate opportunities to learn
Use data from assessment to give feedback,
reteach or move to next level
Stephen Covey Quote
• “To begin with the end in mind means to start with
a clear understanding of your destination. It means
to know where you’re going so that you better
understand where you are now so that the steps
you take are always in the right direction.”
What is assessment?
• What does assessment mean to
you?
• Working with a partner, combine
your words into one list.
• Sort the words on your combined
list into groups.
Types
Purposes
Assessment
Procedures
Planning
Formats
Types of Classroom Assessments
Screening
Types
Summative
Assessment
Formative
Diagnostic
Informal
Types of Classroom Assessments
Types
Assessment
Screening
 Determine students at
risk for difficulty
 Need additional
instruction or
intervention
Types of Classroom Assessments
Types
 In-depth
information about
students’ skills and
instructional needs
Assessment
Diagnostic
 Help teachers plan
instruction
Types of Classroom Assessments
Types
Assessment
 AKA “Progress
Monitoring”
 Provide feedback
to students and
teachers on
learning progress
Formative
Types of Classroom Assessments
Types
Summative
Assessment
 Bottom line evaluation of
effectiveness
 Assign grades at end of
instruction
Types of Classroom Assessments
Types
Assessment
 Provide
feedback to the
student and
teacher
 Not typically
scored or graded
Informal
Types of Classroom Assessments
Screening
Types
Summative
Assessment
Formative
Diagnostic
Informal
Types
Purposes
Assessment
Procedures
Planning
Formats
Reasons We Assess
• Placement in classes/courses, programs
• Provide feedback to students and teachers on
learning progress
• Identify students who may have learning gaps
• Determine specific areas of weakness of a
student
• Assign grades at end of instruction
• No single assessment
can meet all the purposes
of assessment or
information needs of
classroom teachers.
Types
Purposes
Assessment
Procedures
Planning
Formats
UbD’s
“Continuum of Assessments”
Stiggins’
Assessment Methods
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Selected Response
Essay
Performance Assessment
Personal Communication
Marzano’s
Types of Assessment Items
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Forced-Choice
Essay
Short Written Response
Oral Reports
Performance Tasks
Teacher Observation
Student Self-Assessment
Assessment Formats
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Selected Response
Constructed Response
Performance Assessment
Informal Assessment
Adapted from Marzano, Stiggins, UbD
Constructed Response
Key Points
Examples
Self – Assessment Reflections
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What do the survey results suggest?
What patterns do you notice?
Does your classroom practice reflect a balance of assessment types?
What do the survey results suggest?
What patterns do you notice?
Are you using one format more that others?
Are there types of assessment you use less frequently or not at all?
Are you collecting appropriate evidence for all the desired results?
Do you rely too heavily on those that are easiest to test and grade?
Which assessment formats might you add or use more frequently in order to
provide a more balanced picture of students’ knowledge, skills, and
understanding?
Which assessment formats might you use less frequently in order to provide
a more balanced picture of students’ knowledge, skills, and understanding?
How might you modify your classroom practice to better assess student
learning?
Constructed Response
Advantages
Disadvantages
Evaluating an Assessment Plan
• Is this assessment plan balanced?
• How does the assessment plan relate to the
standard(s)?
• How might we improve the individual
assessments?
• Could the addition of other assessments
provide a better, more complete picture of
student learning?
• What other assessments might we use to obtain
evidence of student learning for this unit?
Types
Purposes
Assessment
Procedures
Planning
Formats
Achievement Target Types
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Informational (knowledge)
Process (skills)
Thinking and Reasoning
Communication
Adapted from Marzano
Thinking and Reasoning
• Compare and
contrast
• Analyzing
relationships
• Classifying
• Argumentation
• Induction
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Deduction
Experimental inquiry
Investigation
Problem solving
Decision making
-Marzano
Communication Skills
• Communicates effectively in written form
• Communicates effectively in oral form
• Communicates effectively in a medium other
than writing or speaking
• Express ideas clearly
• Communicates with diverse audiences
• Communicates for a variety of purposes
-Marzano
Matching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT
TARGET
Informational
(Knowledge)
Process
(Skills)
Thinking and
Reasoning
Communication
Other:
Selected
Response
Constructed
Response
Performance
Tasks
Can sample mastery
of elements of
knowledge
Essays can tap
understanding of
relationships among
elements of knowledge
Not a good choice
for this target; other
options preferred
Informal
Assessment
Teacher can ask questions,
evaluate answers, and
infer mastery; but timeconsuming
Matching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT
TARGET
Selected
Response
Constructed
Response
Informational
(Knowledge)
Can sample mastery of
elements of knowledge
Essays can tap
understanding of
relationships among
elements of knowledge
Not a good choice for
this target; other
options preferred
Process
(Skills)
Can assess mastery of the knowledge prerequisites
to skillful performance, but cannot rely on these to
tap the skill itself.
Can observe and
evaluate skills as they
are being performed
Thinking and
Reasoning
Can assess application
of some patterns of
reasoning
Communication
Not a good choice for
this target; other
options preferred
Written descriptions of
complex problem solutions
can provide insight into
reasoning proficiency.
Not a good choice for
this target; other
options preferred
Performance
Tasks
Can watch students solve
some problems or examine
some products and infer
about reasoning proficiency
Can observe and
evaluate some skills,
such as oral
communication
Informal
Assessment
Teacher can ask questions,
evaluate answers, and infer
mastery; but timeconsuming
Strong match when
skill is oral
communication
Can ask students to “think
aloud” or can ask followup questions to probe
reasoning
Strong match with
some communication
skills
Other:
-Adapted from Marzano and Stiggins
Types
Purposes
Assessment
Procedures
Planning
Formats
Rubrics
Assessment
Procedures
Informal
Assessments
Constructed
Response
Selected
Response
Performance
Assessments
Etymology – Rubric (Latin for Red)
• Referred to notes and directions written in red in
the margins of liturgical books for conducting
religious services.
• Today a rubric is a guideline for scoring,
assessing, and evaluating student work and
performance.
A rubric is a set of rules that . . .
• Shows levels of quality.
• Communicates standards.
• Tells students expectations for assessment
task.
• Are NOT checklists (yes or no answers).
• Includes dimensions (criteria), indicators, and a
rating scale.
According to Grant Wiggins . . .
• “What is to be assessed must be clear and
explicit to all students:
• NO MORE SURPRISES!
• . . . Rubrics must accompany all major
assignments and assessments.”
Advantages of Using a Rubric
• Lowers students’ anxiety about what is expected of
them.
• Provides specific feedback about the quality of their
work.
• Provides a way to communicate expectations and
progress.
• Ensures all student work is judged by the same
standard.
• Disengages the “halo” effect and its reverse.
• Leads students toward quality work.
Analytic
Holistic
Rubrics
Assessment
Procedures
• Definition: One score or rating for
the entire product or performance.
• When to Use:
Holistic
•For a quick snapshot of overall
status or achievement
Rubrics
•When the skill or product to be
assessed is simple; when it has
only a single dimension.
• Disadvantages:
•Two students can get the same
score for vastly different
reasons
•Not as good for identifying
strengths and weaknesses and
planning instruction
Assessment
Procedures
•Not as useful for students to
use.
Template for Holistic Rubrics
Score
Description
5
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
Demonstrates considerable understanding of the
problem. All requirements of task are included.
4
3
2
Demonstrates partial understanding of the problem. Most
requirements of task are included.
Demonstrates little understanding of the problem. Many
requirements of task are missing.
1
Demonstrates no understanding of the problem
0
No response/task not attempted
• Definition: Several scores or ratings for a
product or performance. Each score represents
an important dimension or trait of the
performance or product.
Analytical
• When to Use:
• Planning instruction – show relative
strengths and weaknesses.
• Teaching students the nature of a quality
product or performance – they need the
details.
Rubrics
• Detailed feedback to students or parents.
• For complicated skills, products, or
performances, for which several
dimensions need to be clear.
• Disadvantages:
• Scoring is slower.
• Takes longer to learn.
Assessment
Procedures
Template for Analytic Rubrics
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Criteria #1
Description
reflecting beginning
level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of performance
Criteria #2
Description
reflecting beginning
level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of performance
Criteria #3
Description
reflecting beginning
level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of performance
Criteria #4
Description
reflecting beginning
level of
performance
Description
reflecting
movement toward
mastery level of
performance
Description
reflecting
achievement of
mastery level of
performance
Description
reflecting highest
level of performance
Score
Parts of a Rubric
• Dimensions, sometimes referred to as criteria,
encompass the knowledge, skills, and
understanding to be assessed.
• Indicators specify the evidence used to judge
the degree to which the dimension is mastered.
• Rating Scales discriminate among the various
levels of performance.
Basic Template
Scale
Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Chocolate Chip Cookie Rubric
Developed by a group of nuns who baked cookies for profit
Size
Heavenly
Earthly
Chocolate
Chips
Huge!
Super size
At least 6”
Pure smooth
4” – 5”
Toll House
standard
Taste
MMMmmm
good!
Texture
Soft
Bends without
breaking
Okay in a
pinch
Crisp
without
brown
Purgatory
2” – 3”
Generic real
chocolate
Edible
Crispy with
burnt edges
Gone to
Hell
You gotta be
kidding!
Where are
they? Grainy,
carobs
Spit that
OUT!
Burnt
Workshop Consultant’s Rubric
18 possible points
Outstanding
Average
(underpaid)
(minimum wage)
Consultant from
Hell
3 points
2 points
(overpaid)
1 point
Appearance
&
background
Physically and visually
attractive
Different clothes each day
Clothes fit
Still in lots of classes
Dumpy appearance
Wears same clothes every
other day
Clothes too big
Was a teacher
Nerdy appearance
Wears same clothes every day
Clothes too tight
Was/Is an administrator
Workshop
(X 2)
Good cartoon overheads
Lots of chocolate candy
Kept us awake for 30 minutes
or more
Overheads too small to read
Gives out “Halls” candies
Speaks English but in
monotone
No visuals
Gives out scratch/sniff stickers
Speaks with accent/monotone
Gives homework
Activities
(X 3)
Starts late, leaves early
Lots of long breaks
Shows “Gone with the Wind”
Has a book to use after
workshop
Everything on time
Only 2 breaks, short
Shows “Kindergarten Cop”
Steals others’ ideas from
books
Starts at 8:00—goes to 4:10
No breaks
Shows “The Crucible”
Has not read a book in years
Quotes only Madeline Hunter
Workshop Participant’s
Enthusiasm Rubric
(16 points)
Facial
Expression
Thought
Process
Exemplary
Bright, lit up
Acceptable Needs Work
Bright, lit up
Eyes not blinking
Eyes sometimes
focused on
Focused on teacher
teacher
Wheels in high gear
Wheels in relaxed
motion
Movement
Quick, alert motions Casual motions
Oral
Participation
Non-stop on task
talking
Talks when
needed or told
Retire
Eyes glazed over
and bloodshot
Eyes closed;
Drooping
Wheels are rusty
and slow
Wheel isn’t
invented
Sluggish – an
occasional itch
Coma
Occasional
grunts
Drooling
No sound
Designing a Scoring Rubric
• Consider criteria to judge whether a restaurant
is great (for example, ambience)
• List specific indicators (for example, clean, pleasant)
• Make a rating scale of 1-4 with 4 being a great
restaurant and 1 being “wish I’d eaten
somewhere else!”
• Rate the place you dined.
Restaurant Rubric
1
2
3
4
Ugly Rubrics
• Too wordy so that no one can understand the
dimensions or indicators, let alone use them for
a fair grade
• Checklists – Have it, don’t have it
• Judge each work against other items of work
• Judge the wrong thing so student can just jump
through hoops to get a good grade.
Good Rubrics
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Are tools
Show level of quality of a performance or task
Communicate standards clearly and specifically
Are given to students to set expectations
Show what to avoid and addresses misconceptions
Are consistent and reliable
Use content that matches standards and instructional
emphasis
Rubrics
Assessment
Procedures
Informal
Assessments
Constructed
Response
Selected
Response
Performance
Assessments
Performance Tasks & Assessments . . .
• Often occur over time.
• Result in a tangible product or observable
performance.
• Encourage self-evaluation and revision.
• Require judgment to score.
• Reveal degrees of proficiency based on criteria
established and made public prior to the performance.
• Sometimes involve students working with others.
Marzano, Pickering, McTighe
GRASPS
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G
R
A
S
P
S
Real-world GOAL
Real-world ROLE
Real-world AUDIENCE
Real-world SITUATION
Real-world PRODUCT or PERFORMANCE
STANDARDS
Rubrics
Assessment
Procedures
Informal
Assessments
Constructed
Response
Selected
Response
Performance
Assessments
Selected Response Items
• Components
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Stimulus or prompt (not all items require these)
Stem
Answer
Distractors
Selected Response Items
• Stimulus or Prompt
– True-False
• Statement
– Matching
• Two sets of information
– Multiple-Choice
• Prompt
Selected Response Items
• Stems
– Ensure directions are clear
– Include the central idea and most of the phrasing in
the stem
– Word the stem positively, when possible
Selected Response Items
• Distractors
– The “incorrect” choices
– Are attractive to students without mastery
– Focus on the skill assessed
Selected Response Items
• The emblem on the
sign was a
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angel
elf
ship
owl
• The American Civil
War began in
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1812
1778
1862
1861
Selected Response Items
• I have five ____ on
my hand.
– finger
– fingers
– nail
• Who was President
during the Civil War?
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Santa
Lincoln
Brittney Spears
King George
Rubrics
Assessment
Procedures
Informal
Assessments
Constructed
Response
Selected
Response
Performance
Assessments
Constructed Response Items
• Components
–
–
–
–
Stimulus or prompt (not all items require these)
Stem
Answer space
Rubric (scoring criteria)
Constructed Response Items
• Clearly state problem and expectations
• Cannot be answered without reading / studying
the passage or prompt
• Requires a response of more than one or two
words
• Leads to a range of responses
• Leads to clearly defined scoring criteria
Constructed Response Items
• Would the meaning
of this story change
if it took place
somewhere else in
the world? Explain
why or why not.
• Dog food costs $0.83 per
pound. How much money will
it take to feed a dog who eats
20 pounds each week? For
one year? Remember, there
are 52 weeks in a year. Be sure
to show your work.
WORK SPACE
__ each week __ one year
Rubrics
Assessment
Procedures
Informal
Assessments
Constructed
Response
Selected
Response
Performance
Assessments
Informal Assessment
• Model using criteria to complete assignments
and rubrics to evaluate work
• Help students set clear goals and ask them to
critique their work
• Provide opportunities for students to share their
problem solving strategies
• Consider student-led parent conferences
The Distinction Between
Assessment and Grading
Assessment
 Continuous progress
 Provides feedback to improve
student learning
 May be formative or
summative
 Provides a means of collecting
evidence of student mastery
of the content standards
 Provides a photo album of
student progress through
which we can observe a
student’s growth
Grading
 A means of assigning
numerical or alphabetical
grade to a student’s work
 May be formative or summative
 Provides a means of collecting
evidence of student mastery of
the content standards
 Provides a photo album of
student progress through
which we can observe a
student’s growth
Characteristics of Exemplary
Assessment
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Emphasizes learning process as well as product
Requires active construction of meaning
Assesses interdisciplinary and cross disciplinary skills
Helps students self monitor
Gives specific expectations for students
Emphasizes the application and use of knowledge
Has meaning and relevance to students
Emphasizes complex skills
Makes standards public and known in advance