rospenda stiggins chapter 41 Designing Quality Assessments

 Which methods work best with each selected target  Primary grades:  Don’t use selected response or essay.  Kids don’t have the skills. rospenda stiggins chapter 42

 Multiple Choice  True/False  Matching  Short Answer rospenda stiggins chapter 43

 Respondents answer a question based on preparing original work  Grade this on specific criteria  Evidence of achievement is based on conceptual substance rospenda stiggins chapter 44

 Treat this as a piece of writing  Neat  Complete  Correct  Question in the answer  Cite facts, quotes  Compare, contrast  Use a graphic organizer  Teach these skills first!!!!! rospenda stiggins chapter 45

 Respondents carry out an activity  Evaluator judges the performance  Think of Dancing With the Stars (mr)  Respondents may create tangible objects rospenda stiggins chapter 46

 Conversations  Interviews with subjects  Use classroom questioning techniques  Conversations  Listening during discussions  Oral exams  Teacher gives feedback to support learning  Judgments as to learning sufficiency rospenda stiggins chapter 47

 Know learning targets  Define them clearly  What does:  Knowledge  Reasoning  Performance  Product  Look Like rospenda stiggins chapter 48

 Selected Response:  Shows fact mastery  Content mastery  Generalizations  Efficient  Enables a large sampling rospenda stiggins chapter 49

 Students need reading proficiency  Use sparingly in primary grades  Use sparingly with ELL rospenda stiggins chapter 410

 Use for:  Important relationships  Large concepts  Generalizations  Requires longer response time  Difficult to score  Let students prepare for these (mr)  Notes, books, outlines rospenda stiggins chapter 411

 Complicated to score  Many variables to consider  Be prepared to follow this up  Conversation  Other assessment rospenda stiggins chapter 412

 Good:  Across grade levels  Limited student respondents  Limited knowledge to assess  Labor intensive  Time intensive  Use during assessment of critical content  Dip sticking (mr) rospenda stiggins chapter 413

 Critical thinking  Evaluative thinking  Making and supporting judgments  Break things into component parts  Compare and contrast  Have a clear vision of your assessment criteria rospenda stiggins chapter 414

 Plot Sequences  Comparative reasons  Contrast  Drawing conclusions rospenda stiggins chapter 415

 The question is the key  Open ended questions  Look for proof of the answer  “Show me proof of everything you say”  “Pretend you are a lawyer” rospenda stiggins chapter 416

 Great for reasoning and problem solving  Look for patterns of reasoning  Don’t accept regurgitation rospenda stiggins chapter 417

 Watch  Make quantifiable reports  Watch for behavior proficiency  Watch for how reasoning unfolds rospenda stiggins chapter 418

 Ask questions that assess clarity  “How so”  “Why”  “What makes you think that?”  “How did you get that answer?”  “What do you think about what__________ said?” rospenda stiggins chapter 419

 “Eye appeal is buy appeal” (mr)  Ask:  “Why is it high quality?”  “How do you know it’s high quality?”  “Is it carefully crafted?”  How much did mom and dad do? rospenda stiggins chapter 420

 Show and tell  How do you know they know?  How can you prove it?  What skills did they master besides content? rospenda stiggins chapter 421