Assessment Literacy Series 1 -Module 1- Design & Purpose Statement

Participants will: 1. Develop a Purpose Statement that states the “what”, “how”, and “why” aspects of the performance measure being developed. 2. Determine the targeted content standards to be measured. 2 Objectives

Participants may wish to reference the following: Guides ◦ Handout #1 – Purpose Statement Examples ◦ Handout #2 – Targeted Standards Example Templates ◦ Template #1 – Purpose Statement ◦ Template #2 – Targeted Standards Other “Stuff” ◦ Content standards associated with the applicable grade-levels/spans; Common Core Standards ◦ Textbooks, teacher guides 3 Helpful Tools

4 Outline of Module 1 Module 1: Design & Purpose Statement Purpose Statement Targeted Standards

5 Purpose Statement

Statement outlining what the performance measure is measuring Statement about how the results (scores) can be used Statement of why the performance measure was developed 6 Purpose Statement [Handout #1]

Purpose Statement (WHAT) The Social Studies assessment is intended to measure student proficiency of grade-level expectations in the sequence of the district’s curriculum. (HOW) This grade-level assessment is provided to all students as a post-test. (WHY) Scores are reported to the district and used as a part of a comprehensive teacher evaluation program. 7

Process Steps [Template #1] 1. Each team member will work independently to create a statement about the performance measure in terms of the content standards it will purport to measure. 2. Build consensus by focusing on each aspect of the statement: What, How, Why 3. Draft a sentence reflecting the group’s consensus for each aspect and review as a group. 4. Merge each sentence to create a single paragraph “statement”. Again, review to ensure the statement reflects the group’s intent. 5. Finalize the statement and double-check for editorial soundness. 8

Statement is clear and concise; Free of technical jargon. Statement identifies what the performance measure is designed to measure; Grade-level/subject area/course. Statement articulates how the information from the performance measure is intended for use; Provides insight about what the scores mean. 9 QA Checklist

10 Targeted Content Standards

Targeted Standards [Handout #2] Choosing targeted standards means: Selecting certain standards for use with the performance measure being developed. Identifying standards representing the “big ideas” within the content area. 11

Targeted Standards… are a refined list of the content standards. represent the essential knowledge and skills that students are expected to acquire. are the standards that educators will spend the most time on. create transparency for families and the community about what is most important for student success. become the identified content standards used to create the measures. 12

Selection Criteria Endurance - Will this standard provide students with knowledge and skills that will be of value beyond a single test date? Leverage - Does this standard provide knowledge and skills that will be of value in multiple disciplines? Readiness for the next level of learning - Will this standard provide students with essential knowledge and skills that are necessary for success in the next level of instruction? 13

Targeted Standards Example [Handout #2] 14 Targeted Standards ID Num ber Content StatementDraftFinal A- SSE.1 Interpret expressions that represent a quantity in terms of its context. A- SSE.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. X A- CED.1 Create equations and inequalities in one variable and use them to solve problems. XX A- REI.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. XX

Process Steps [Template #2] 1. First, copy and paste the content standards into the table (or use an Excel spreadsheet) and then each team member will work independently to apply the three criteria (endurance, leverage, preparation) to his/her targeted content standards. 2. Build consensus about which identified content standards should be on the team’s draft list. Remember to balance the number of distinct standards selected and the time needed to sufficiently measure them. Place a checkmark in the draft box if the team agrees. 3. Compare the draft of targeted standards to the “conceptual” blueprint indicating what is likely going to be emphasized on the performance measure. 4. Review the list of targeted standards and look for gaps and redundancies. Apply the checklist to each standard. 5. Finalize the list. Place checkmarks in the final box of the standards that will be used to guide the blueprint development. 15

QA Checklist  Do my targeted standards have endurance?  Do my targeted standards have leverage?  Do my targeted standards prepare students for the next level of learning? 16

Summary Module 1: Design & Purpose Statement Developed a purpose statement and chose the targeted standards that the performance measure will be based upon. Next Steps Module 2: Test Specifications and Blueprints Given the purpose and targeted standards, create a specification table and associated blueprint that will guide item/task development. 17 Summary & Next Steps