1. Summative Assessment: Traditional Test Book pgs. 9 - 12 Classroom Curriculum Assessment

2. Assessment Structure Traditional Tests Unit Assessments Formative Informal Formal Summative Traditional Test Performance Assessment Classroom Curriculum Assessment

3. Purpose of the Traditional Test Assess “Important to Know” knowledge from the Acquiring and Integrating Phase. Assess the idea- and concept-webs that make up the Unit Concept and Goal. Inform both teacher and student about areas for improvement. Classroom Curriculum Assessment

4. Test Structure and format A 100-point test could be constructed as follows: Classroom Curriculum Assessment

5. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” Classroom Curriculum Assessment

6. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions Classroom Curriculum Assessment

7. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement Classroom Curriculum Assessment

8. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement Note: 80% of the traditional test is accessible to all students. Assuming a 90-80-70-60 grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal Classroom Curriculum Assessment

9. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement 10 pts More challenging questions that address the Unit Goal/Concept Classroom Curriculum Assessment

10. Test Structure and format A 100-point test could be constructed as follows: 45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing” 15 pts 1 st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings 2 nd semester: Questions that assess Course and T/D Outcomes Both Semesters: Unsophisticated Content Literacy questions 20 pts Unsophisticated questions that assess Unit Goal/Concept achievement 10 pts More challenging questions that address the Unit Goal/Concept 10 pts Sophisticated questions that address the Unit Goal and Concept Classroom Curriculum Assessment

11. Test Structure and format: Sample Test Question – Kindergarten Music Questions that address Core Concepts and Skills Unit Goal: SWBAT describe situations in daily life where music is experienced. Orally with each student… Describe three times or places that you might hear music, other than in music class. What are some different types of music? Classroom Curriculum Assessment

12. Test Structure and Format Questions that address Core Concepts and Skills Sample Test Question – K-Music – Alternative format or tiered assessment. ACE Collaborative 2011 At the circusAt the library At a birthday party At church Circle the pictures that show a time or place where music may be experienced.

13. Test Structure and Format Questions that address Core Concepts and Skills Sample Test Questions: HS Intro to 3-D Art SWBAT create a standing, balanced sculpture following design criteria. Explain the design criteria that you will use in designing your sculpture. Define what is meant by the term “balanced” in reference to a balanced sculpture. The questions relate directly to the unit concept and are leading towards the performance, which will come later. The are unsophisticated and represent material covered in class. ACE Collaborative 2011

14. Test Structure and format: Sample Test Question – HS Intro to 3D Art Questions that connect core concepts with Previous Enduring Understandings Unit Goal: SWBAT create a standing, balanced sculpture following design criteria. In the last unit we created a clay box utilizing elements of design. In this unit we will be creating a balanced sculpture. Compare and contrast the design elements used for these two projects. Classroom Curriculum Assessment

15. Test Structure and format: Sample Test Question – HS MUSIC Questions that assess Course and T/D Outcomes T/D Outcome: SWBAT critique live and pre-recorded musical performances. Explain what qualities you listen for when critiquing a piece of music. Complete the descriptions in the graphic organizer to indicate the qualities that one uses when critiquing a piece of music. ACE Collaborative 2011

16. Test Structure and format: Sample Test Question – HS MUSIC Unsophisticated content literacy questions T/D Outcome: SWBAT critique live and pre-recorded musical performances. Explain what qualities you listen for when critiquing a piece of music. Content Literacy Standards: Make arguments or claims and support those with the use of data, evidence, and reason Apply domain-specific vocabulary through writing exercises unique to each discipline ACE Collaborative 2011

17. Test Structure and format: Sample Test Questions Unsophisticated Questions that address the Unit Goal/Concept Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Describe how the theme of love is expressed in BB King’s Ask Me No Questions as compared to I’ve Got a Woman by Ray Charles. Classroom Curriculum Assessment

18. Test Structure and format: Sample Test Questions Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists. Analyze the lyrics of I’ve Got A Woman by Ray Charles and Ask Me No Questions by BB King. Citing 3 sets of lyrics, explain how each song speaks of love and show evidence to support your claims. Classroom Curriculum Assessment Sophisticated Questions that address the Unit Goal/Concept

19. Writing Test Questions Adapt Publisher-created Tests Develop a library of questions from multiple textbooks Choose questions that assess your Unit Goal/Concept Ensure that the test includes unsophisticated and sophisticated questions Create Your Own Questions Think about alternative question types Concept Maps Diagrams, Maps, Political Cartoons Questions based on previous labs or demonstrations Classroom Curriculum Assessment

20. Test Components that Benefit All Students Focus on the Unit’s “Knowledge Important to Know” Begin with questions that instill confidence in students Assess Unit Goal achievement at different levels of sophistication Gauge a comfortable test length Focus on content rather than reading Classroom Curriculum Assessment

21. Unhelpful Test Components Too many “Nice to Know” Questions Too few questions at the Unit Goal level “Extra Credit” questions “Retests” for partial credit Classroom Curriculum Assessment

22. Knowledge Important to Know Knowledge Nice to Know Enduring Understanding Wiggins & McTighe (1998) Designing a Quality Test Compare the ratio of “Nice to Know” vs. “Important to Know” Questions Trade tests with and provide feedback for other content area teachers

24. Test Grades and Formative Assessments What if you or the student is surprised by a low test grade? The teacher did not provide enough or effective formal formative assessments. Or The student did not take advantage of the information provided by the formative assessments Test results may require adjustments to the E&R lesson plans to address student needs. The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement.

25. Test Grades and the Unit Structure What if you are surprised by low test grades? The teacher did not provide enough or effective formal formative assessments Or Students did not take advantage of the information provided by the formative assessments Test results may require adjustments to the E&R lesson plans to address student needs. The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement. Classroom Curriculum Assessment

26. Take Home Points Traditional Tests need not be long, just focused on core concepts and the Unit Goal. When appropriate, tests should measure content achievement, not reading ability. Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication. Classroom Curriculum Assessment

27. Traditional Test Goal Questions For the 2 nd Diocesan Unit Goal, develop Two unsophisticated TT questions that assesses Basic Proficiency of Goal achievement One challenging TT question that assesses Proficiency of Goal achievement One sophisticated TT question that assesses Advanced Proficiency of Goal achievement From 2 nd grade upward, all Goal questions involve writing in some way. Classroom Curriculum Assessment

28. Traditional Test Goal Questions For the 2 nd Diocesan Unit Goal, develop Classroom Curriculum Assessment 20 pts BASIC 10 pts CHALLENGING 10 pts SOPHISTICATED