1. Foundations of Assessment Design
Good Morning! It’s great to be here with you this morning!
I have great passion for assessment... when done well, quality assessment practices have tremendous power to motivate and engage both students and teachers. But -- not everyone gets as excited as I do at the prospect of spending a day or two steeped in this topic.
Take a look at this continuum...
Nicole Dimich Vagle
Angie LaBounty
Tom Hierck

2. RATE YOUR experience in designing Assessments...
TEACH OTHERS
DONE SOME
STUDIED IT
NOT MUCH
RATE YOUR experience in designing Assessments...

3. When I design buildings, I think of the overall composition, much as the parts of a body would fit together. On top of that, I think about how people will approach the building and experience that space.
—Tadao Ando

4. Our Work Together...
A Consistent and Balanced System, where each part sees its relationship to the whole

5. Our Work Together...
Collective Understanding of the Work of Adults and the Student Work

6. Our Work Together...
Collaboration: Developing Consistency and Cohesion within the same grade and courses

8. Our Work Together...
Design that Emphasizes the Rigor and the Relevance of the Standards

9. Our Work Together...
A Consistent and Balanced System: Checking our Vertical Alignment
Collective Understanding of the Work of Adults and the Student Work
Collaboration: Developing Consistency and Cohesion within the same grade and courses
Design that Emphasizes the Rigor and the Relevance of the Standards

10. Design in 5 Phase 1. Choose standards & plan engagement.
Phase 2. Sketch out learning goals
Phase 3. Create an Assessment Plan
Phase 4. Create or Revise the Assessment
Phase 5. Determine student investment and reporting method
Design in 5
HO p. 2
Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

11. Design in 5 Phase 1. Choose standards & plan engagement.
Phase 2. Sketch out learning goals
Phase 3. Create an Assessment Plan
Phase 4. Create or Revise the Assessment
Phase 5. Determine student investment and reporting method
Design in 5
HO p. 2
Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

12. Phase 1. Choose Standards and Plan Engagement.
Choose the standards to be assessed.
Determine the big idea, relevant connection or essential question.
Informed by curriculum maps, pacing guides/calendars and other supplemental documents
The best way to do this is to actual model it…
Our team… sat down and chose standards that we would focus on for a particular unit.

13. College and Career Anchor Standards for Reading and Writing (selected)
R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and then integrate the plagiarism. information while avoiding
In what context might these standards appear? What topics, units, essential questions might be the hook or the engaging idea around these types of concepts?

14. HO p. 5

15. How has the American Dream Changed Over Time?
An Engaging Question
How has the American Dream Changed Over Time?
Need to come up with one for elementary
How does the author make a convincing argument? How can I help water quality in our community?
Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press

16. For our unit & assessment…
Resources we might tap
For our unit & assessment…
1. We have read I Hear American Singing by Walt Whitman and Winter Dreams by F. Scott Fitzgerald. 2. We have also read A survey on The American Dream found online at We also read Dreaming America by Joyce Carol Oates. View the following NBC news clip describing and questioning the state of the American Dream:

17. Phase 1 Template
HO p. 6
Adapted from Design in 5: Essential Phases to Create Engaging Assessment Practice, N. Vagle, 2014, Solution Tree Press
This is a template you can use to record your work

18. Phase 2. Sketch out the Learning Goals
Analyze (Unpack) the standards. 1. Circle Verbs
2. Underline key concepts, vocabulary and context
How do your grade level standards change from the previous grade and then to the next grade?
3. Write out learning goals.
4. Put learning goals in cognitive order.
I’m thinking of having folks do steps 1 and 2 first and then talking about how these have changed…
Then, we will write a couple of learning goals together…
Then, have them use the learning goals in the envelope – we will have to create for each grade level.
HO p. 8

19. Grade 9-10
RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.1e Provide a concluding statement or section that follows from and supports the argument presented.
W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
HO p. 5

20. Grade 6
RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
W.1 Write arguments to support claims with clear reasons and relevant evidence.
W.1a Introduce claim(s) and organize the reasons and evidence clearly.
W.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.1d Establish and maintain a formal style.
W.1e Provide a concluding statement or section that follows from the argument presented.
W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
I put your standards here… but didn’t underline or circle
HO p. 5

21. Grade 2
RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
W.1 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.8 Recall information from experiences or gather information from provided sources to answer a question.
I put your standards here but didn’t underline or circle
HO p. 5

22. Grade 9-10
RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.1e Provide a concluding statement or section that follows from and supports the argument presented.
W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
HO p. 5

23. Grade 9-10
RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
W.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W.1e Provide a concluding statement or section that follows from and supports the argument presented.
W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
9th-10th grade Learning Goals
I can determine a central idea of a text.
I can analyze the development over the course of a text.
I can identify and explain the specific details that support the central idea of a text.
I can provide an objective summary of the text.
I can analyze multiple accounts of a subject told in different mediums. This means I can describe the similarities and differences in the details provided between or among accounts.
I can write an argument to support claims.
I can use valid reasoning and relevant and sufficient evidence to support a claim.
I can develop a claim and counterclaims fairly.
I can create clarity and cohesion in my writing by using words to link section and sentences.
I can use a formal style of writing.
I can use an objective tone in my writing.
I provide a concluding statement that follows from my argument.
I gathered relevant information from multiple authoritative print and digital sources.
I can integrate information in the text to maintain the flow of ideas.
I can cite my information using a standard format.
HO p. 5

24. How do your grade level standards
How do your grade level standards change from the previous grade and then to the next grade?
HO p. 5

25. Write TWO Learning Goals from your analysis.
SAMPLES – Learning goals must include a verb and then some explanation
I can determine a central idea of a text.
I can analyze the development over the course of a text.
I can identify and explain the specific details that support the central idea of a text.

26. Learning Goals Ladder
HO p. 8

27. Using the Learning Goals in the envelope, put them in cognitive order from simple to complex.

28. 9th – 10th Grade Reading Standards
I can use my argument to provide information for an authentic situation or to contribute a solution to a local or global problem.
I can use valid reasoning and relevant and sufficient evidence to support a claim.
I can develop a claim and counterclaims fairly.
I can analyze multiple accounts of a subject told in different mediums. This means I can describe the similarities and differences in the details provided between or among accounts.
I can provide an objective summary of the text.
I can analyze the development over the course of a text.
I can identify and explain the specific details that support the central idea of a text.
I can determine a central idea of a text.
I think they will need to do two ladders – one for reading and another for writing – even though they connect.
We might ask – How does your “ordering” match this one? Similarities? Differences?

29. 9th -10th Grade Writing Standards
I can write for an authentic audience using information from multiple texts.
I can use a formal style of writing.
I can use an objective tone in my writing.
I can integrate information in the text to maintain the flow of ideas.
I can create clarity and cohesion in my writing by using words to link section and sentences.
I provide a concluding statement that follows from my argument.
I gathered relevant information from multiple authoritative print and digital sources.
I can cite my information using a standard format.

30. Pause & Ponder
Why are phases 1 and 2 so essential to the assessment design process?
Planning engagement: Why plan engagement?
What would be the benefit of doing this process? When could it be embedded in your work?
I pushed this pause and ponder until after Phase I’m ok if you think we should move it back but I wanted them to have the conversation about how levels change prior to this reflection…
What curriculum documents, pacing guides, curriculum maps, unit maps do you use to inform your planning?
How familiar are you with the Common Core standards? Are standards intentionally taught and assessed or loosely aligned?
Have you prioritized standards? How has it informed instruction and assessment in your classroom, school or system?
HO p. 7

31. Phase 3. The Assessment Plan
HO p. 11

32. Matching Target to Method
Multiple choice?
Short answer?
Essay?
Create a game
Present a speech
I can develop a claim and counterclaims fairly.

33. The assessment plan can also be given to students as a reflection tool to generate evidence or to have students develop items for review.
HO p. 12

34. The assessment plan can be used to determine if an existing assessment aligns to the standards and reflects what we want students to learn.

35. HO p

36. Pause & Ponder
How could phases 1, 2 and 3 inform your assessment design? When would you use this process?
What would be the benefit of doing this process? When could it be embedded in in your work?
I pushed this pause and ponder until after Phase I’m ok if you think we should move it back but I wanted them to have the conversation about how levels change prior to this reflection…
HO p. 15

37. Reviewing and Revising a Current Assessment
We have provided some tools for you to review to work with your colleagues on… these are intentional for you…
HO p

38. Sample Assessments for Consideration
2nd Grade Language Arts p
3rd Grade Language Arts p
5th Grade Language Arts p
Middle School Language Arts: 7th Grade Gift of the Magi p
Middle School Math p
High School: Is Conspiracy Ever Justified? P
Middle School: Hurricane Sandy p. 39
High School: Stadium Mess p. 40
We wanted to equip you with resources so that you can go back with your teams and schools…
HO p

39. Other Sessions to Consider to Deepen this Work…
Phases 1-3
Analyzing Reading Standards and Assessment Plan
Analyzing Math & Assessment Plans
Phase 3
Choosing the Right Assessment Method
Phase 4
Analyzing the Rigor of PARCC Items
Rigorous Selected Response
Rigorous Constructed Response
Creating High Quality Rubrics
Phase 5
Grading
Collaboratively Scoring Student Work
Something fun to end with…. Design focused… funny? Any ideas?

41. Guiding Your Learning with an Exit Ticket…

42. Nicole Vagle nvagle@gmail.com Thank you.