![Page 1: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/1.jpg)
REFLECTING ON ASSESSMENT DESIGN
![Page 2: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/2.jpg)
INTRODUCTION & PURPOSE
![Page 3: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/3.jpg)
INTRODUCTION & OBJECTIVES
Use the ASSESSMENT CHECKLIST to help determine whether an assessment you design appropriately addresses the five elements of assessment design featured in this series of modules
![Page 4: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/4.jpg)
KEY CONCEPTS
![Page 5: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/5.jpg)
KEY CONCEPTS
![Page 6: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/6.jpg)
KEY CONCEPTS
![Page 7: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/7.jpg)
KEY CONCEPTS
![Page 8: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/8.jpg)
KEY CONCEPTS
![Page 9: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/9.jpg)
KEY CONCEPTS
An assessment that is ALIGNED WITH STANDARDS measures student
performance against those standards
![Page 10: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/10.jpg)
KEY CONCEPTS
![Page 11: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/11.jpg)
KEY CONCEPTS
Source: Tennessee Department of Education, “Tennessee’s State Mathematics Standards: Grade 3” (2010).
Interpret whole-number quotients of whole numbers, (for example, interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
What is 12 ÷ 5?
![Page 12: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/12.jpg)
KEY CONCEPTS
What is 12 ÷ 5?
2.4 or 2 with a remainder of 2
→ Interpret whole-number quotients of whole numbers.
![Page 13: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/13.jpg)
KEY CONCEPTS
Is each assessment item aligned with the standard you intend to teach and measure?
![Page 14: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/14.jpg)
KEY CONCEPTS
![Page 15: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/15.jpg)
KEY CONCEPTS
![Page 16: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/16.jpg)
KEY CONCEPTS
An assessment has an APPROPRIATE LEVEL OF RIGOR if the assessment includes assessment items that match the level of rigor of the skill(s) you intend to measure and the assessment measures a range of
student thinking and understanding so that it measures what all students know and can do
![Page 17: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/17.jpg)
KEY CONCEPTS
![Page 18: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/18.jpg)
KEY CONCEPTS
![Page 19: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/19.jpg)
KEY CONCEPTS
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Which of the following words is an antonym of “tense”?
a. troubled
b. calm
c. concerned
d. smooth
Source: New York State Department of Education, “New York State P-12 Common Core Learning Standards for English Language Arts & Literacy” (2010).
![Page 20: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/20.jpg)
KEY CONCEPTS
Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
Which of the following words is an antonym of “tense”?
a. troubled
b. calm
c. concerned
d. smooth
![Page 21: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/21.jpg)
KEY CONCEPTS
Does the assessment measure a range of student thinking and understanding so that it measures what all students know and can do?
Does the level of rigor of each assessment item match the level of rigor of the skill you intend to measure?
![Page 22: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/22.jpg)
KEY CONCEPTS
![Page 23: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/23.jpg)
KEY CONCEPTS
![Page 24: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/24.jpg)
KEY CONCEPTS
A PRECISE assessment measures students’ knowledge and skills, not their misinterpretations or lack of unrelated
background knowledge
![Page 25: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/25.jpg)
KEY CONCEPTS
Are all assessment items free of typos and factual errors?
Does the assessment and each assessment item have all of the information that students will need to demonstrate their knowledge and skills?
Are all items well formatted?
Are the instructions for the assessment and each assessment item precise so that students understand where and how to address the item?
Does the assessment and each assessment item indicate how many points each assessment item is worth (if relevant) and how much time students have to complete their work?
![Page 26: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/26.jpg)
KEY CONCEPTS
Is the prompt framed in the positive?
Are the choices consistent in form, content and length? Are they ordered in a logical sequence? Are they all plausible?
![Page 27: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/27.jpg)
KEY CONCEPTS
Which of the following is a type of mammal?
a. carrotb. treec. appled. whale
![Page 28: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/28.jpg)
KEY CONCEPTS
Which of the following is a type of mammal?
a. carrotb. treec. appled. whale
d. whale
![Page 29: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/29.jpg)
KEY CONCEPTS
![Page 30: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/30.jpg)
KEY CONCEPTS
![Page 31: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/31.jpg)
KEY CONCEPTS
![Page 32: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/32.jpg)
KEY CONCEPTSAn UNBIASED assessment measures students’ knowledge and skills, not
differences among groups of students because of their personal characteristics,
such as race, gender, socioeconomic status or religion
![Page 33: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/33.jpg)
KEY CONCEPTS
biaswhen an assessment provides a systematic advantage or disadvantage to groups of students because of their personal characteristics, such as race, gender, socioeconomic status or religion
![Page 34: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/34.jpg)
KEY CONCEPTS
![Page 35: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/35.jpg)
KEY CONCEPTS
![Page 36: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/36.jpg)
KEY CONCEPTS
Did you ensure that each assessment item does not provide an advantage or disadvantage to any group of students because of their personal characteristics, such as race, gender, socioeconomic status or religion?
![Page 37: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/37.jpg)
KEY CONCEPTS
![Page 38: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/38.jpg)
KEY CONCEPTS
![Page 39: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/39.jpg)
KEY CONCEPTS
An assessment that has anAPPROPRIATE SCORING STRATEGY
measures students’ knowledge and skills, not how or when the assessment
is scored or who scores it
![Page 40: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/40.jpg)
KEY CONCEPTS
![Page 41: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/41.jpg)
KEY CONCEPTS
![Page 42: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/42.jpg)
KEY CONCEPTS
![Page 43: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/43.jpg)
CHECK FOR UNDERSTANDING
![Page 44: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/44.jpg)
CHECK FOR UNDERSTANDING
Use the ASSESSMENT CHECKLIST to help determine whether an assessment you design appropriately addresses the five elements of assessment design featured in this series of modules
![Page 45: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/45.jpg)
CHECK FOR UNDERSTANDING
![Page 46: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/46.jpg)
CHECK FOR UNDERSTANDING
1. What question can you ask to check an assessment for alignment? If you like, use the assessment checklist to help you answer the question.
![Page 47: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/47.jpg)
CHECK FOR UNDERSTANDING
1. What question can you ask to check an assessment for alignment? If you like, use the assessment checklist to help you answer the question.
![Page 48: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/48.jpg)
CHECK FOR UNDERSTANDING
1. What question can you ask to check an assessment for alignment? If you like, use the assessment checklist to help you answer the question.
Is each assessment item aligned with the standard that I intend to teach and measure?
![Page 49: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/49.jpg)
CHECK FOR UNDERSTANDING
2. What question can you ask to check for bias? If you like, use the assessment checklist to help you answer the question.
![Page 50: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/50.jpg)
CHECK FOR UNDERSTANDING
2. What question can you ask to check for bias? If you like, use the assessment checklist to help you answer the question.
![Page 51: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/51.jpg)
CHECK FOR UNDERSTANDING
2. What question can you ask to check for bias? If you like, use the assessment checklist to help you answer the question.
Did I ensure that each assessment item does not provide an advantage or disadvantage to any group of students because of their personal characteristics, such as race, gender, socioeconomic status or religion?
![Page 52: REFLECTING ON ASSESSMENT DESIGN. INTRODUCTION & PURPOSE](https://reader037.vdocuments.mx/reader037/viewer/2022103007/56649e305503460f94b211e0/html5/thumbnails/52.jpg)
CONCLUSION