1. Assessment for Learning
Michael C. Rodriguez
Measurement Essentials that Support
Assessment for Learning
Quantitative Methods in Education
Department of Educational Psychology

2. Measurement
Enduring Themes:
What to measure
How to measure

3. Measurement Essentials
New attention in the measurement community is on building
ASSESSMENT FOR LEARNING
in all forms of assessment
including large scale assessment and classroom assessment

4. Assessment for Learning
Assessment should be consistent with our understanding of learning in the subject matter – we need a model of learning to provide a guide for assessment design.

5. Model of Learning
Effective assessment for learning requires a model of learning the subject matter. For example, research on the development of statistical reasoning or development of specific skills and understanding statistics content will provide the background needed to develop strong assessments.

6. Model of Learning
A model of learning can describe the learning process, development stages of understanding, knowing, and doing
A model of learning can distinguish novice learners from expert learners; identifying the nature of proficiency and prerequisite skills for progression

7. Model of Learning
A model of learning can provide keys to the kinds of knowledge and skills that are required for achieving content standards or learning objectives.
This allows us to describe the features of tasks that illuminate these aspects of knowledge and skills

8. Learning Statistics
Ideas from research on teaching and learning statistics include:
Importance of context
Importance of sequencing tasks and knowledge structures
Importance of using multiple representations of ideas and concepts

9. Essential: Purpose Clearly define your purpose
Progress Monitoring (formative assessment)
Objective/Instructional Feedback
Grading (summative assessment)
Placement

10. Essential: Blueprint Create an assessment blueprint
Content to be covered
Cognitive tasks to be assessed
Format of items
Number of items (given time limits)

11. Quality MC Items Central Tendency 25% Variability 50%
Content
Knowledge
Comprehension
Application
Total
Central Tendency
25%
Variability
50%
Shape of Distribution
20%
30%

12. Essential: Item Quality
Design effective items & tasks
Use accepted principles of item writing
Tryout new item types
Review items prior to use – peer review

13. Writing MC Items
Questions should require students to consider novel contexts
Use reference materials (graphical displays) that are authentic
Options should be plausible – common errors or misconceptions
Use only the number of options you need or can develop (3 is sufficient)

14. Developing CR Items
Use CR tasks to assess thinking and skills that cannot easily be measured by MC items (worth the cost and effort)
Assumptions necessary to respond correctly should be related to the content demands of the assessment
Avoid ambiguous task features – provide full opportunity for students to perform – let them know what is expected

15. Essential: Purpose
Source: Andy’s door.
What is the role of necessary assumptions in order to respond in a way that is consistent with the construct being measured?

16. Essential: Item Review
4. Item Review – Item Analysis
Item Difficulty
Proportion that correctly respond
Item Discrimination
Item-Total correlation (point-biserial)
Upper Score Group v. Lower Score Group

17. Assessments for Learning
Formative assessments are specifically designed to support, enhance, and improve learning. Assessments are only formative if they can inform teaching and learning – requiring a feedback loop to students and teachers.

18. Formative Assessments:
Provide an organizational framework for content, knowledge, skills – organize content based on the structure of the assessment.
Confirm “storage” of knowledge by solidifying the connections among different pieces of knowledge.
Shape study behavior.
Enhance academic motivation and effort through provision of feedback.

19. Formative Assessments:
Enhance the quality and strength of skills by providing unique opportunities to display knowledge and skills.
Explicitly articulate and communicate learning objectives and achievement targets – typically vaguely defined by teachers.
Confirm the importance of hard work, time spent studying, and effort.

20. Formative Assessments:
Demonstrate the kinds of thinking and processes valued by the instructor.
Allow students to communicate their thinking about the content and process, convey understanding and misunderstanding.
Confirm one’s own level of understanding and ability to respond on demand.
Provide opportunities for students to identify their own strengths and weaknesses.

21. Some Final Advice Plan ahead Clarify expectations and standards
Document procedures
Talk with others (peers and students)
Listen to others (peers and students)