1. Chapter 7- Thinking Like an Assessor Amy Broadbent and Mary Beck EDU 5103

2. * "What kinds of evidence do we need to find hallmarks of our goals?" * "What specific characteristics in student responses, products, or performances should we examine..." * "Does the proposed evidence enable us to infer a student's knowledge, skill, or understanding?" Three Basic Questions

3. We must ask questions that are less about us, and more about our students. For example an assessor would ask: "What would be sufficient and revealing evidence of understanding?" An activity designer would ask: "What would be fun and interesting activities on this topic?" When Thinking Like an Assessor...

4. Assessments which are effective are more like a scrapbook, rather than a snapshot. They should include evidence gathered from a variety of formats and methods. They should use a continuum of assessments allow for students to show essential knowledge. Not just a Polaroid

5. Continuum of Assessments informal checks for understanding observation and dialogues academic prompts performance tasks tests and quizzes

6. Informal checks for understanding: *These are ongoing and used as part of instructional process. -teacher questioning -observations -student work (practices) -think alouds These provide feedback to student and teacher. Typically they are not graded. Types of Evidence from the Continuum

7. Quiz and Test Items *Simple, content-focused items in familiar formats - assess for factual information, concepts, specific skill - use multiple choice, true/false, matching, etc. - usually have a single, best answer - easily scored - typically secure (i.e., items not known in advance) Types of Evidence, con't.

8. Academic Prompts *Open-ended questions/problems that require students to think critically and prepare a specific response, product, or performance. - Are "open" with no single best answer or strategy to solve the problem - Require the scorer to make judgements based on criteria or standards (rubrics) - Usually are questions only asked of people in school. Types of Evidence, con't.

9. Performance Tasks * These are more like challenges faced by adults. They may be long or short in length, involve multi- staged products and or performances. - Have a real or simulated settings, incentives, and constraints that adults may encounter - Have an audience, purpose, and task that the student must consider - More chances for students to explore personalization of the product Types of Evidence, con't.

10. Facet 1: Student can explain. -provide complex, insightful, and credible reasons Facet 2: Student can interpret. -offer powerful, meaningful interpretations/translations/narratives Facet 3: Student can apply. -knowledge in diverse, authentic, and realistically messy contexts Six Facets as Assessment

11. Facet 4: Student sees in perspective. -critique and justify positions, and know the limits, as well as the power of an idea Facet 5: Student demonstrates empathy. -project himself into, feel, and appreciate another's situation, affect, and point of view Facet 6: Student reveals self-knowledge. -question his own convictions, accurately self-assess and effectively self-regulate 6 Facets as Assessment, con't.

12. Curricular Priorities and Assessment Methods

13. In order for you to process the information presented for chapter 7, please complete the "Personal Review of Material" handout. It is for your reflection, so should reflect your learning and understanding. Time for Application/ Reflection

14. Works Cited Wiggins, Grant, and Jay McTighe. Understanding by Design. Expanded 2nd ed. New Jersey. Pearson Education, Inc. 2006. Print.