Presentation on theme: "Assessment Literacy Series"— Presentation transcript:
1 Assessment Literacy Series -Orientation Module-IMT Orientation Draft 02Sept11-CS
2 What is Assessment Literacy? A process of designing, building, and reviewing performance measures for use in evaluating student achievement.
3 Series ObjectivesDevelop high-quality performance measures for use within the greater educator effectiveness system.Increase assessment literacy of participants.Gain a deeper understanding of academic content standards.
4 Assessment Life Cycle Examine Validity Evidence Establish Assessment Purpose(s) and DesignBuild Test Specifications & BlueprintDevelop ItemsDevelop Scoring Keys and RubricsCreate Operational Forms & Administrative GuidelinesReview FormsAdminister Test and Report ResultsExamine Validity Evidence
5 Overview of the Development Process The Assessment Literacy training contains six (6) modularized components within three (3) action strands:DESIGNM1-Design & Purpose StatementM2-Test Specifications & BlueprintsBUILDM3-Item SpecificationsM4-Scoring Keys & RubricsM5-Operational Forms & Administrative GuidelinesREVIEWM6-Quality Assurance & Form Reviews
6 Development Process Purpose Statement Targeted Standards Explain why measures are made, what they will measure, and how the results will be used.Targeted StandardsSelect content standards associated with the performance measure.
7 Development Process (cont.) Test Specifications and BlueprintsOutline the types of items being used, point values, and depth of knowledge (DoK) distribution.Guide item development by focusing items/tasks on discrete aspects of the content standards.Item/Tasks SpecificationsArticulate the type and characteristics of items/tasks that align to the test specifications and blueprints.
8 Development Process (cont.) Scoring Keys & RubricsProvide answers for multiple choice items and detailed scoring rubrics for constructed response tasks.Operational FormsOrganize and sequence items/tasks within an outlined format that includes item tags (to uniquely identify each item/task).
9 Development Process (cont.) Administrative GuidelinesProvide detailed instructions for how to prepare, administer, and collect results.Quality Assurance & Form ReviewsReview all operational forms, scoring keys/rubrics, and guidelines to ensure pre- established quality expectations have been met.Determine the overall rigor and alignment at the item/task-level and for the overall operational form.
12 Helpful Material (cont.) Stuff“Smart Book”Provides techniques and technical criteria for developing measures.Performance Rigor ChecklistA quick screening tool used to examine item/task quality.
13 Principles of Well-developed Measures Measures must:Be built to achieve the designed purposeProduce results that are used for the intended purposeAlign to targeted content standardsContain a balance between depth and breadth of targeted contentBe standardized, rigorous, and fairBe sensitive to testing time and objectivityBe valid and reliable
14 Quality Assurance Rubrics Evaluating MeasuresQuality Assurance RubricsThree (3) versions-TeacherDistrictState or VendorComprehensive tools that evaluate the technical process used in developing performance measures.Organized into strands and provides an overall rating.
15 Decision-Making Approaches Build Consensus ApproachAll opinions expressedIdeas of all participants gathered and synthesizedGroup agreement reachedTeam Leader ApproachGuiding questionsGroup discussion about the pros and consCreate a “best fit” course of action
16 Think-Pair-Share5 minutes to think about the statement below and write down your thoughts5 minutes to share your ideas with a partner10 minutes to share with your group“The Assessment Literacy process will help me as an educator by _______________.”
17 Summary & Next Steps Summary Orientation Module Next Steps Introduced the Assessment Literacy process used to create high quality measures of student achievement.Next StepsModule 1: Design & Purpose StatementDesigning performance measures, including creating purpose statements and selecting academic content standards.