1. Sound Assessment Design
Chapters 4-7
Sunday, October 13, 13

2. Chapter 4:
Sound Design
Learning Targets
Select appropriate method(s) to assess specific
learning targets.
Follow steps in the Assessment Development
Cycle.
Create an assessment blueprint.
Use an assessment blueprint with students as an
assessment for learning
Sunday, October 13, 13

3. Key 3: Sound Design
Do assessment methods match learning targets?
Does the sample represent learning appropriately?
Are items, tasks, and scoring rubrics of high
quality?
Does the assessment control for bias?
Sunday, October 13, 13

4. Assessment Methods
Selected response
Performance assessment
Multiple choice
Performance task
True/False
Performance criteria
Matching
Personal communication
Fill-in-the-blank questions
Written response
Questions during instruction
Interviews and conferences
Short answer items
Extended written response
items
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Participation
Oral exams
Student journals and logs

5. Target-Method Match
Strong - The method works for all learning targets of this type
Good - The method works for many learning topics of this type
Partial - The method works in some instances for learning
targets of this type
Poor - The method never works for learning targets of this type
See chart p94
Sunday, October 13, 13

6. Target-Method Match
Selected
Written Performance
Response Response Assessment
Personal
Communication
Knowledge
Good
Strong
Partial
Strong
Reasoning
Good
Strong
Partial
Strong
Skill
Partial
Poor
Strong
Partial
Product
Poor
Poor
Strong
Poor
Sunday, October 13, 13

7. Activity 4.2 TargetMethod Match Template
Target Type
Learning Target
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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K
R
S
Assessment Method
P
SR
WR
PA
PC

8. Assessment
Development Cycle
Planning Stage
Determine who will use the assessment results and how they will use them.
Identify the learning targets to be assessed.
Select the appropriate assessment method or methods.
Determine the sample size.
Development Stage
Develop or select items, exercises, tasks, and scoring procedures.
Review and critique the overall assessment for quality before use.
Use Stage
Conduct and score the assessment.
Revise as needed for future use.
Sunday, October 13, 13

9. Test Blueprint
List/classify the learning targets
Write learning targets into appropriate spaces
depending on blueprint format
If using multiple methods, identify appropriate
method for each target
Weight importance of each target
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10. Unit:
Test Blueprint (MultipleMethod)
Learning Targets
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Target Type
Assessment Method Percent Importance

11. Test Blueprint (Selected
Response)
Learning Targets
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Problem #s
Total Points

12. Learning Unit Activities
Use Target-Method Match template to determine
proper assessment strategies for learning targets
Audit existing assessment(s) for clear purpose
Audit existing assessment(s) for clear learning
targets
Sunday, October 13, 13

13. Assessment Methods
Selected response
Multiple choice
True/False
Matching
Fill-in-the-blank questions
Sunday, October 13, 13

14. When do we need
Selected Response?
Use selected response assessments when...
Broad topic requiring wide-range coverage
Diagnose student misconceptions and flaws in
reasoning
Students can read/understand language well
enough to know what is being asked
Sunday, October 13, 13

15. Choosing Selected
Response Types
Item
Used when...
Advantage
Limitations
MultipleChoice
1 correct/several
plausible
Variety; Easy score;
Coverage; Can diagnose
Guessing
True/False
Large Content/Many
items
Time; Easy score
Trivial/misleading;
Guessing
Matching
Related thoughts/
facts; Association
Coverage; Several
MC in one (others are
distractors)
Elimination
Fill-in-theBlank
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Clear/short answer;
Response
Answer known rather production; Reduced
than picked from list guessing; Coverage
Scoring time

16. Writing Quality Items
KISS - Keep wording simple and focused. Aim for the lowest possible
reading level.
Ask a full question in the stem.
Eliminate clues to the correct answer either within the question or across
questions within a test.
Do not make the correct answer obvious to students who have not studied
the material.
Highlight critical, easily overlooked words.
Have a qualified colleague read your items to ensure their appropriateness.
Double-check scoring key for accuracy before scoring.
Sunday, October 13, 13

17. Multiple-Choice
Ask a complete question to the the item started, if you can.
Don’t repeat the same words within each response option; rather, reword the item stem
to remove the repetitive material from below.
Be sure there is only one correct or best answer.
Choose distractors carefully.
Word response options as briefly as possible and be sure they are grammatically parallel.
Make all response options the same length.
Don’t use “all of the above” or “none of the above” merely to fill space.
Use “always” or “never” in your answer choices with caution.
It’s okay to vary the number of response options presented as appropriate to pose the
problem you want your students to solve
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18. True/False
Make the entire item entirely true or entirely false!!
Sunday, October 13, 13

19. Matching
Provide clear directions for making the match.
Keep the list of things to be matched short.
Keep the list of things to be matched homogenous.
Keep the list of response options brief in their wording
and parallel in construction.
Include more response options than stems and permit
students to use response options more than once
when appropriate.
Sunday, October 13, 13

20. Fill-in-the-Blank
Ask respondents a question and provide space for
an answer.
Try to stick to one blank per item.
Don’t let the length of the line to be filled in be a
clue as to the length or nature of the correct
response.
Put the blank toward the end of the sentence.
Sunday, October 13, 13

21. Review for Quality
Match to blueprint
List/number targets to be covered
On test...mark each item with learning target
number and points worth
Tally the points and write on target list
Compare with blueprint
Sunday, October 13, 13

22. Review for Quality
Does the item test what you intended?
Is the item well-written?
Sunday, October 13, 13

23. Activity 5.2 Selected Response Test Quality Checklist
Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2e
Learning Teams Facilitation Guide and Activities & Resources
Copyright © 2012 by Pearson Education, Inc., All rights reserved.
Sunday, October 13, 13
1

24. Reviewing/Analyzing
Results
Problem #
Sunday, October 13, 13
Learning Target #
Confident
Unsure
Right
Wrong
Simple Mistake
Don’t Get It

25. Activities for Selected
Response Assessment
Develop an Assessment for Learning Activity
Prepare a Quiz or Test for Formative Use
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26. Assessment Methods
Written response
Short answer items
Extended written response items
Sunday, October 13, 13

27. Written Response
Use when...
Students are capable of writing in English (or
desired language)
Less time-efficient methods are not plausible
Scoring guides are of high quality (consistency)
Learning targets are Knowledge or Reasoning
Sunday, October 13, 13

28. Sample Size
Prioritization should parallel the amount of time
and emphasis give the various targets or topics in
teaching.
If standards referenced then point distributed
evenly.
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29. Written Assessment
Blueprint
Learning Target
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Points

30. Written Assessment
Blueprint
Pattern of Reasoning
Content
Target 1
Target 2
Target 3
TOTAL
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Know
Compare Evaluate
Total

31. Devising Extended
Written Response Items
Knowledge Mastery: Assess factual and
conceptual knowledge
Knowledge Mastery AND Reasoning: Use
factual and conceptual knowledge to form wellreasoned logical argument
Interpretive: Assess mastery of specific reasoning
patterns disentangled from prerequisite knowledge
Sunday, October 13, 13

32. Devising Extended
Written Response Items
Knowledge Mastery
Set the Context
Tell what to describe or explain
Point the way to an appropriate response
Sunday, October 13, 13

33. Devising Extended
Written Response Items
Knowledge Mastery AND Reasoning
Set the Context
Describe the reasoning task
Point the way to an appropriate response
Sunday, October 13, 13

34. Devising Extended
Written Response Items
Interpretive
Set the Context
Describe the reasoning task
Point the way to an appropriate response
Sunday, October 13, 13

35. Scoring Guides
Scoring List - Simply lists required tasks and the
point allotment for each task
Scoring Rubric - Rates responses according to
predetermined hierarchy of quality
Task-specific - Rates each task
General - Rates the whole response
Sunday, October 13, 13

36. Creating Task-Specific
Rubric
Begin with correct statement of conceptual
understanding
Identify characteristics of partial understanding
Identify characteristics of misunderstanding
Determine levels of rubric
Sunday, October 13, 13

37. Creating General Rubric
Same as task-specific rubric, but in place of
content-specific statements, use general
descriptions
Sunday, October 13, 13

38. Quality Control
Can you write an outline of a high-quality
response?
Have a qualified colleague write a response and
discuss the aspects of a high-quality response.
Sunday, October 13, 13

39. Sunday, October 13, 13

40. Activities for Written
Response Assessment
Create a Short Answer Item and Scoring Guide
Create an Extended Written Response Item and
Scoring Guide
Sunday, October 13, 13

41. Assessment Methods
Performance assessment
Performance task
Performance criteria
Sunday, October 13, 13

42. Performance
Assessment
Use it when...
Assessing skills, products, and some forms of
reasoning
Working with young/primary students, or students
who cannot read/write in English (or desired
language
You cannot get the information you need through
written assessments
Sunday, October 13, 13

43. Determining Sample
Size
Complexity of the Target: Complex = Larger;
Simple = Smaller
Decision the Evidence will Inform: How do you
intend to use the results?
Consistency of Performance: Can they do it or did
they just get lucky?
Proximity to Cutoff Mark: Regression to the mean
Sunday, October 13, 13

44. Characteristics of a
Good Task
Content
Target Alignment (does the task hit the mark)
Authenticity (realistic context)
Choice (all options are equivalent)
Scaffolding (points to success without overhelping)
Interference (does not depend on unrelated or cultural
background)
Availability of Resources (do they have what they need)
Sunday, October 13, 13

45. Characteristics of a
Good Task
Structure
Knowledge students are to use (What should they know?)
What students are to accomplish (What should they do with what they know?)
Performance or product students are to create (What does the finished
product look like?)
Materials to be used (What materials should they use?)
Timeline for completion (How long will they have?)
Conditions (What will the conditions of the performance be?)
Help allowed (Who can help and how?)
Criteria (What will be the focus of the assessment?)
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46. Characteristics of a
Good Task
Sampling
Use of information (How many tasks assigned?
Does the task sample adequately?)
Coverage of the Target (Does the task match the
target in terms of breadth?)
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47. Characteristics of a
SEE P241
Good Task
Activity 7.5 Rubric for Rubrics
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48. Tasks to Elicit Good
Writing
RAFTS
Role: What is my role?
Audience: Who is my audience?
Format: What is the appropriate format?
Topic: What is the topic?
Strong verb: Strong verbs set the tone of a piece
(see p220)
Sunday, October 13, 13

49. Tasks to Elicit Good
Writing
Strong verbs
Role: What is my role?
Audience: Who is my audience?
Format: What is the appropriate format?
Topic: What is the topic?
Strong verb: Strong verbs set the tone of a piece
Sunday, October 13, 13

50. Quality Control
Activity 7.4 Rubric for Tasks
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FULL CHART P222
1

51. Structure of a Rubric
Criteria
Content
Organization
Delivery
Language Use
Indicators (for each Criterion)
Content
Organization
Delivery
Language Use
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52. Structure of a Rubric
Content
Clear main topic
All information important to understanding
Facts, details, anecdotes, and/or examples
make topic come alive
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53. Structure of a Rubric
Organization
Opening introduces topic and catches attention
Sequence of ideas supports meaning and is
easy to follow
Transition words guide audience
Conclusion wraps up topic and leaves audience
satisfied
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54. Structure of a Rubric
Delivery
Eye contact
Voice
Articulation
Pace
No fillers
Gestures/movements (where appropriate)
Notes as reminders
Visual aids
Sunday, October 13, 13

55. Structure of a Rubric
Organization
Opening introduces topic and catches attention
Sequence of ideas supports meaning and is
easy to follow
Transition words guide audience
Conclusion wraps up topic and leaves audience
satisfied
Sunday, October 13, 13

56. Process for Developing
a Rubric
Establish a knowledge base
Gather samples of student performances or
products
Sort student work by level of quality
Cluster descriptors into traits
Identify samples that illustrate each level
Test the rubric and revise as needed
Sunday, October 13, 13

57. 7 Strategies for Using Rubrics as
Instructional Tools in the Classroom
Where am I going?
1. Provide students with a clear and understandable vision of the learning target
2. Use examples and models of strong and weak work
Where am I now?
3. Offer regular descriptive feedback
4. Teach students to self-assess and set goals
How can I close the gap?
5. Design lessons to focus on one learning target or aspect of quality at a time
6. Teach students focused revision
7. Engage students in self-reflection and let them keep track of and share their
learning
Sunday, October 13, 13

58. Activities for
Performance Task
Create a Rubric
Evaluate a Rubric for Quality
Create a Student-friendly Version of a Rubric
Sunday, October 13, 13

59. Assessment Methods
Personal communication
Questions during instruction
Interviews and conferences
Participation
Oral exams
Student journals and logs
Sunday, October 13, 13