Matching the Assessment Methods to the Learning Target Michigan Assessment Consortium Common Assessment Development Series Module 5 Matching the Assessment Methods to the Learning Target

Narrated By: Ellen Vorenkamp Wayne RESA

In This Module, You Will Learn About Various types of learning targets Different methods of assessment Advantages Disadvantages Best assessment method for each type of learning target

Quality Assessment A quality assessment covers the knowledge and skills in the learning targets with the same degree of emphasis Not all learning targets are created equal The determination of which targets will carry more weight is called balance of representation

Types of Learning Targets Knowledge Mastery Reasoning Skills Products/Performances Dispositions

Knowledge Mastery Targets These targets ask students to know or understand specific content related to a learning target Targets can either be to know outright or by reference through memorization These targets are often stated using verbs such as define, name, list, describe, and identify

Knowledge Mastery Targets Standards that include these verbs are classified as Knowledge Mastery: Recognize Describe Explain Know Identify Comprehend Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Example of Knowledge Mastery Target Students will locate negative rational numbers (including integers) on a number line Know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line.

Reasoning Targets Reasoning targets ask students to understand concepts and content by explaining, putting in their own words and interpreting Students may be asked to extend and refine their reasoning and use that knowledge in a meaningful way

Reasoning Targets Six reasoning proficiency taxonomies: Inductive/Deductive Reasoning Analytical Reasoning Comparative Reasoning Classifying Evaluative Reasoning Synthesis

Reasoning Targets Use Analyze Evaluate Make Decisions Formulate questions Make predictions Verify Compare Contrast Set goals Strategize Distinguish between Examine data and propose meaningful interpretation Use insights and conclusions from data to generate potential solutions Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Example of Reasoning Targets Students will compare their viewpoint about a classroom issue with the viewpoint of another person.

Skill Targets Skill targets are those that must be observed or demonstrated in order to be assessed These targets lend themselves to performance assessment Knowledge targets always underlie skills targets Reasoning targets might be involved, too

Skill Targets These targets are often classified as skills: Measure Read aloud Dribble and pass Participate Use simple equipment Demonstrate relationships Collect data Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Example of Skill Targets Students will demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.

Product/Performance Targets These targets require students to create a product There is a difference between “tasks” and product targets Tasks: activities students engage in while working on knowledge, reasoning or skill targets Products: are the focus of the lesson by which we judge knowledge and reasoning

Product/Performance Targets Example product/performance targets: Construct graphs Develop a plan Create a product to support a thesis Construct models Create a scripted scene Write simple directions Generate a viable action plan to address the problem Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Example of Product/Performance Targets Students will construct simple charts from data and observations collected in the science experiment

Disposition Targets These targets reflect student attitudes, beliefs, and feelings They represent valuable affective outcomes we hope students attain as a result of their educational experiences These may be difficult to quantify May best be assessed through observation or conversation with a rubric

Disposition Targets Examples include: Likes mathematics Enjoys reading Plays sports for fun Plans to vote in the next election Looks forward to science Enjoys conversing in Spanish Exhibits a passion for learning Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment for Student Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.

Example of Disposition Target Which of the following free-time activities do you most enjoy participating in?

Types of Assessment Methods Written Response Selected Response Short Written Response Extended Response/Essay Performance Assessment Observation/Conversation Collection of existing work in portfolios Each has advantages and disadvantages

Variety of Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations Multiple Choice True-False Matching Diagram Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations Multiple Choice True-False Matching Diagram Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations Multiple Choice True-False Matching Diagram Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations Multiple Choice True-False Matching Diagram Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Observations/ Conversations Multiple Choice True-False Matching Diagram Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Performance Task Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review Adapted from the work of Dr. Robert Marzano

Portfolios These are collections of student work They may be used to collect work as it is being produced (a “working portfolio”) or to showcase student achievement (a “display portfolio”) They can show growth as well as student awareness of learning

A Brief Review In the previous slides, you have learned about: Various types of learning targets What each types of learning target assesses Different ways of measuring learning targets Now, what is the most effective way to assess each type of learning target?

So now what? Before proceeding, consider the following: Types of learning targets Types of assessment methods Which assessment method is best for each type of learning target The challenge is to match the most appropriate assessment with the learning target

Target/Method Match

Target/Method Match Knowledge Yes! Selected Response Extended Written Response Performance Assessment Observation/ Conversation Knowledge Yes! Yes -Understandings of relationships among elements of knowledge No - Too time consuming Perhaps - Question, evaluate answers, infer mastery – but time consuming

Target/Method Match Product No Maybe-if product is written Yes! Target Selected Response Extended Written Response Performance Assessment Observation/ Conversation Product No Maybe-if product is written Yes!

In Summary Review each type of learning target Determine the best assessment method for that learning target Use these criteria: Purpose(s) of the assessment Nature of the learning targets Uses of the assessment information Resources (time, money and staff) available

In Summary Determine the number of items to fully assess each learning target Make sure that the types of assessment chosen, the manner in which they are developed, and how they are implemented match the purposes and uses

In Summary Matching your learning targets with the correct assessment methods will help greatly as you determine the balance of representation for the common assessment It will also provide valuable information for the test blueprint

Series Developers Kathy Dewsbury White, Ingham ISD Bruce Fay, Wayne RESA Jim Gullen, Oakland Schools Julie McDaniel, Oakland Schools Edward Roeber, MSU Ellen Vorenkamp, Wayne RESA Kim Young, Ionia County ISD/MDE

Development Support for the Assessment Series The MAC Common Assessment Development Series is funded in part by the Michigan Association of Intermediate School Administrators In cooperation with Michigan Department of Education Ingham and Ionia ISDs, Oakland Schools, and Wayne RESA Michigan State University