1. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument

2. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument The design pattern is organized around Focal KSAs. They will be involved in the Claim, although there may be other KSAs that are included in the target of inference (e.g., Model Formation—but what models, what context?). Associated with Characteristic Features of Tasks.

3. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument The Rationale provides background into the nature of the Focal KSAs, and the kinds of things that people do in what kinds of situations that evidence it. It contributes to the Warrant in the assessment argument.

4. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument Additional KSAs play multiple roles. You need to think about which ones you really DO want to include as targets of inference (validity) and which ones you really DON’T (invalidity).

5. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument The Additional KSAs you DO want to include as targets of inference are part of the claim. E.g., knowing Mendel’s laws as well as being able to formulate a model in an investigation. Connected with Variable Features of Tasks.

6. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument The Additional KSAs you DON’T want to include as targets of inference introduce alternative explanations for poor performance. (Especially important for assessing special populations – UDL & acommodations.) Connected with Variable Features of Tasks & Work Products.

7. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument The Characteristic Features of Tasks help you think about critical data concerning the situation –what you need to get evidence about the Focal KSAs.

8. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument Variable Features of Tasks also help you think about data concerning the situation – but now to influence difficulty … or to bring in or reduce demand for Additional KSAs to avoid alternative explanations.

9. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument Some Variable Features of Tasks help you match features of tasks and background / knowledge / characteristics of students: Interests, familiarity, previous instruction.

10. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument Potential Work Products help you think about what you want to capture from a performance – product, process, constructed model, written explanation, etc. Can also call attention to demand for Additional KSAs, & avoid alternative explanations (e.g., Stella)

11. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument Potential Observations are possibilities for the qualities of Work Products – i.e., the data concerning the performance.

12. ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. RationaleHow/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteristic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Potential observations Aspects of work products we might identify and evaluate, as evidence about students’ KSAs. Potential rubrics Ways of evaluating work products to produce values of observations. Claim about student Warrant for assessment argument Alternative explanations since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument And Potential Rubrics are algorithms/rubrics/rules for evaluating Work Products to get the data concerning the performance.