1. Educational Assessments – Sound Design
EDU 637 Module 5

2. Recap Benefits from Precision Teaching
Clear and balanced Instructional Objective incorporating essential elements:
Topic (learning target from standard), Level of Thinking (from Bloom’s Taxonomy or Depth of Knowledge), and Assessment
Challenge the teacher to ensure that the level of rigor is adequate (standards) and that the level of thinking of the assessment and of the instruction is aligned

3. Recap Benefits from Focused Instruction
Alignment, alignment, alignment
This is key to exceptional teaching
This is the “take away” from Precision Teaching and Focused Instruction
The personality and formation of the teacher will have a greater affect on the learning activities

4. Learning Targets and Instructional Objectives
Look at the following ELA Standard – draw out a learning target and then create 1 instructional objective in a lower level of thinking and 1 at a higher level of thinking

5. Look at the following ELA Standard – draw out a learning target and then create 1 instructional objective in a lower level of thinking and 1 at a higher level of thinking
6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6. 6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning targets
Definition of argument
Definition of claim
Definition of evidence
IO – Lower Level – Student will be able to demonstrate understanding of key elements of writing a speech incorporating each element

7. 6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning targets
Definition of argument
Definition of claim
Definition of evidence
IO – Lower Level – Student will be able to demonstrate understanding of key elements of comparing and contrasting the elements in President Obama’s SOTU address and Mother Teresa’s speech at a graduation at Harvard University

8. 6.SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Learning targets
Definition of argument
Definition of claim
Definition of evidence
IO – Higher Level – Student will be able to demonstrate analysis of key elements of a speech by comparing and contrasting the elements in MLK’s Speech and George Washington’s farewell address.

9. Look at the following ELA Standard – draw out a learning target and then create 1 instructional objective in a lower level of thinking and 1 at a higher level of thinking
7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

10. Educational Assessments – Sound Design

11. Keys to Quality Assessments
Assessment Types
What would be the purpose behind varying the type of assessments you give?
Keys to Quality Assessments
Clear Purpose
Formative – Assessment for learning
Summative – Assessment of learning
How will you use the information gathered
Clear Learning Targets
What are you going to assess?
At what level of thinking are you assessing?
Are you assessing content or process?
Possible answers – Novelty, differentiated assessments, learning styles, assessing for knowledge vs. assessing for reasoning

12. Assessment Types
Types of Assessments (as opposed to purpose) fall under assessment design
This is the third key to a quality assessment
Key questions to assessment design:
Do they match the learning targets?
Do they represent the learning accurately?
Is the rubric aiming at the right rigor?
Is there control for bias?

13. There are 4 basic types of assessments Select Response
Assessment Types
There are 4 basic types of assessments
Select Response
Written Response
Performance Assessment
Personal Communication
Multiple choice
True/False
Matching
Fill in blank
Select Response tests tend to stay at a lower level of thinking – it is not impossible to raise the level of thinking but it can be challenging

14. Assessment Types Written Response Short Answer
Extended Written response
Performance Assessment
Used to assess a target that is a skill
Used to assess a target that is a product
Written response can get at higher levels of thinking and make it easy to incorporate ELA standards across the curriculum
Performance assessment examples: Skill – playing an instrument, delivering a speech, skill in debating or working in a group, assessing reading skills – Product: lap report, art work, paper

15. Assessment Types
Personal Communication
Gathering information from students informally or formally
Asking questions about instructions
Listening to students during work time
Having students keep a journal

16. Assessment Types
If you opt to do a portfolio you need to ask yourself what you are assessing:
The skill of doing a portfolio
The work in the portfolio
Both
If both, which one has the higher rate and why?
A word about matching the assessment type and the information desired
Pont out Figure 4.3 on p. 94 – This tells them how a particular assessment method matches up with the information desired.

17. Assessment Development Cycle
Planning stage
Who will use it and how will it be used
Purpose – Formative or Summative
Identify learning targets
Select appropriate assessment method
Sample size
The content of the assessment that will satisfy you that the purpose was achieved

18. Planning the assessment
Blueprint for assessment design
Learning Target  Type of Target  Assessment method  percentage of importance
Learning target based on Standards (the Topic) – Type of Target (Content or Process)  Assessment Method (Type of question that gets you the information you want)
With percentage of importance, it is acceptable for an assessment to have a mixture of assessment methods and questions that range from lower level of thinking to higher levels of thinking – Your question is, should they carry the same weight?