1. Assessment FOR Learning Katie Moirs, Ph.D

2. Assessment Literacy

3. Classroom Level Benchmark Level Institutional Level Monitor or Increase Student Achievement?

4. Assessment Course: Applied Cognitive Theory/Ed Psych Assessment Tool Development and Use Data Analysis and Interpretation Differentiation of Instruction SOLUTION?

5. Anderson and Krathwohl, 2000 (Revised Bloom’s Taxonomy) Crystalized/Fluid Abilities Novice/Expert Research Stiggins Cognitive Frameworks

6. Anderson and Krathwohl, 2000 Knowledge Dimensions: Facts Concepts Procedures Metacognition Cognitive Process Dimensions: Remember Understand Apply Analyze Evaluate Create Map Onto

7. Crystalized & Fluid Abilities Near Transfer Far Transfer Crystalized Abilities Fluid Abilities Familiar Novel Abilities are transferable knowledge and cognitive skills Problem Solving Problem Finding Abstract Reasoning Creativity Specific Acquired Knowledge Basic Skills Basic Procedures Facts

8. Novice/Expert Research Near Transfer Far Transfer Crystalized Abilities Fluid Abilities Familiar Novel Sophisticated Knowledge Base = Sophisticated Reasoning Experts: more abstract formation of problem representation than novices NOVICEEXPERT

9. Richard Stiggins Knowledge Mastery Reasoning Proficiency Skills Ability to Create Products Dispositions Achievement Targets:

10. Assessment Types Selected- Response Format Constructed-Response Format Brief Constructed- Response Performance-Based Assessment Product Performance Process-Focused

11. Pulling It All Together Knowledge Mastery Reasoning Proficiency Skills Ability to Create Products Dispositions Novice Expert Crystalized Abilities Fluid Abilities Remember – Understand – Apply – Analyze – Evaluate - Create (A&K) (Stiggins) Selected-ResponseConstructed Response

12. You Can Never Assess Anything PERFECTLY Observed score = True Score + Error

13. Reliability/Validity Tradeoff Selected-ResponseConstructed Response As we move along the continuum, R & V decrease BUT, right end of continuum is what matters most! High Reliability High Validity Low Reliability Low Validity

14. a.Valid, not reliable b.Valid and reliable c.Not valid, not reliable d.Not valid, reliable b. Valid and reliable d. Not valid, reliablea. Valid, not reliable c. Not valid, not reliable 12 4 3

15. What Makes Performance Assessment High Quality? Clear and Appropriate Learning TargetsClear and Appropriate Learning Targets Observable Indicators of PerformanceObservable Indicators of Performance Appropriateness of Assessment MethodsAppropriateness of Assessment Methods Trained AssessorsTrained Assessors

16. Classroom Level Benchmark Level Institutional Level Monitor or Increase Student Achievement?