1. CLEAR OBJECTIVES AND SOUND ASSESSMENTS : DETERMINING STUDENT ACHIEVEMENT Adjunct Faculty Retreat February 2, 2013 Gail Niklason, Ed.D. Louise R. Moulding, Ph.D.

2. O BJECTIVES Do Describe student actions – what do you want students to know or be able to do? Contain a verb that accurately represents student action Specify content Do not describe what you are going to do, produce, or present

3. S AMPLES Students who successfully complete this course should learn the following: Conceptual understandings of physics in the areas of electricity, magnetism, optics, and modern physics. Students will acquire… Knowledge regarding the influence of the family, culture, school and other social systems on the growth and development of the child.

4. M ORE SAMPLES Describe appropriate emergency procedures in a variety of exercise settings. Find, access, use and cite library and internet information. Demonstrate an understanding of current theories of second-language acquisition research.

5. T AXONOMY OF O BJECTIVES Remember memorizing; recognizing; recalling identification and recall of information Who, what, when, where, how...? Describe Understand (Comprehend) interpreting; translating from one medium to another; describing in one's own words; organization and selection of facts and ideas Retell...

6. T AXONOMY OF O BJECTIVES Apply problem solving; applying information to produce some result; use of facts, rules and principles How is...an example of...? How is...related to...? Why is...significant?

7. T AXONOMY OF O BJECTIVES Analyze subdividing something to show how it is put together; finding the underlying structure of a communication; identifying motives; separation of a whole into component parts Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...?

8. T AXONOMY OF O BJECTIVES Evaluate making value decisions about issues; resolving controversies or differences of opinion; development of opinions, judgments or decisions Do you agree...? Why? What is the most important...? How would you decide about...? What criteria would you use to assess...? Create creating a unique, original product that may be in verbal form or may be a physical object; combination of ideas to form a new whole What would you predict/infer from...? How would you create/design a new...? What might happen if you combined...? What solutions would you suggest for...?

9. T ASK ANALYSIS Do objectives have implied pre-requisite knowledge and skills that are part of the course? In what ways do students obtain the pre- requisites?

10. O BJECTIVE TABLE FOR REVISED TAXONOMY FactualProceduralConceptualMetacognitive Remember Understand Apply Analyze Evaluate Create

11. A LIGNMENT OF O BJECTIVES TO A SSESSMENT Bloom’s taxonomy and its revision by Anderson & Krathwohl provide guidance to the type of assessment items used by objective. Simple objectives are best assessed with selected response. Complex objectives, those requiring analysis of concepts, are best assessed with constructed response or products/projects.

12. A LIGNING O BJECTIVE T YPE WITH A SSESSMENT T YPE FactualProceduralConceptualMetacognitive Remembering Selected ResponseConstructed Response Understanding Applying Analyzing Constructed ResponseProjects Evaluating Creating

13. UPTSCourse ObjectiveEvidence Standard 2: Plan curriculum and design instruction to enhance student learning 1. Design and articulate instruction based on the Utah Core Curriculum standards 2. Select instructional goals based on student achievement data and knowledge of students  Unpacking the Standards  Unit Overview  TWS Objectives  TWS Contextual Factors Standard 3: Engage and support all students in learning 3. Use research-based instructional strategies to enhance student learning of content 4. Reflect on teaching and learning  Lesson Plans  TWS Design for Instruction  TWS Instructional Decision- Making  TWS Reflection Standard 4: Assess and evaluate student learning 5. Assess learning goals based on Utah Core Curriculum standards 6. Use multiple sources of formal and information assessment to verify student learning 7. Communicate feedback on learning progress to students and parents/guardians  Alignment Assignment  Summative Assessment  Rubric  TWS Assessment Plan  TWS Analysis of Student Learning Standard 5: Demonstrate professionalism 8. Maintain professional demeanor and appearance  Attendance  Peer Teaching  Disclosure Statement

14. A NOTHER O BJECTIVE TABLE Knowledge of Translati on Applicati on Analysis & Synthesis TermsFacts Rules & Principles Processes & Procedure s Identify Describe Recognize Distinguis h Use Illustrate Solve Compare Contrast Infer Construct

15. F OUR F ACETS OF D ELIBERATE A SSESSMENT Purpose of Assessment Type of Assessment Assessment Blueprints Decision Rules

16. P URPOSE OF A SSESSMENT Formative Formative informs Provides information to both the teacher and the student about progress toward objectives Summative Content is expected to be mastered Results are for decision-making about student achievement

17. T YPE OF A SSESSMENT Norm Referenced Student performance is compared to others Purpose is to rank and sort students Someone will get an A and someone will fail Criterion Referenced Student performance is compared to criteria Purpose is to determine if student is proficient Everyone could get an A or everyone could fail

18. A SSESSMENT B LUEPRINT Table showing: Objectives to be measured Item types Number of items Guides assessment development Allows for scores by objective

19. D ECISION R ULES Compensatory Performance on one section can compensate for poor performance on another (points are points) Conjunctive A minimum performance is required on each section to earn “proficiency”