session 2 assessment: connecting curriculum, instruction ... · assessment: connecting curriculum,...

Assessment: Connecting Curriculum,

Instruction, and Student Learning

Presented for the Trinity Christian School

Professional Development Conference

August 2017

crgare@wm.edu 1

Session 2Assessment:

Connecting Curriculum, Instruction, & Student Learning

Christopher R. Gareis, Ed.D.

Professor of Educational Leadership

School of Education

The College of William & Mary

Trinity Christian School

RECLAIMING THE LOST ART OF ASSESSMENT

~ August 2017 ~

6th Grade Science Unit:

“Resource Use and Conservation”

Unit Overview

This unit focuses on student understanding of the role of resources in the

natural world and how people can utilize those resources in a sustainable

way. Central to this unit is the important idea of managing resources. This

begins with basic ideas of conservation and proceeds to more abstract

consideration of costs and benefits for individuals, communities, and policy

makers.

August 2017

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ILOs for the “Resource Use and Conservation” Unit

The student will:

a. Differentiate between renewable and nonrenewable resources.

b. Describe the role of local and state conservation professionals in managing natural

resources. These include wildlife protection; forestry and waste management; and air,

water, and soil conservation

c. Analyze reports, media articles, and other narrative materials related to waste

management and resource use to determine various perspectives concerning the

costs/benefits in real-life situations

d. Analyze how renewable and nonrenewable resources are used and managed within

the home, school, and community

e. Analyze resource-use options in everyday activities and determine how personal

choices have costs and benefits related to the generation of waste.

f. Evaluate the impact of resource use, waste management, and pollution prevention in

the school and home environment

Creating & Using anAssessment Blueprint

An assessment blueprint is a guide for what should (and should not) be included on an assessment.

August 2017

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4 Practical Usesof an Assessment BlueprintAssessment BlueprintAssessment BlueprintAssessment Blueprint

1) Create an assessment

2) Critique and improve a current assessment

3) Create a unit assessment plan

4) Analyze student learning

Content

Bloom’s Taxonomy

Remember Understand Apply Analyze Evaluate Create

Renewable and nonrenewable resources

Role of conservation professionals in managing natural resources

Reports, media articles, etc., that give various perspectives on costs/benefits in real-life situations

Resource use and management in the home, school, and community

Resource use options in everyday activities and cost/benefits of personal choices in relation to waste generation

Impact of resource use, waste management, and pollution prevention in school and at home

Differentiate between

Describe

Determine

Analyze

Determine personal choices

Evaluate

August 2017

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Content

Bloom’s Taxonomy

Renewable & nonrenewable resources 1, 2, 16 � Differentiate

Role of conservation professionals in

managing natural resources11

�Describe

Reports, media articles, etc., that give

various perspectives on costs/benefits in

real-life situations

�Determine

97, 12, 15

�Analyze

Resource use and management in the

home, school, and community14 6

�Analyze

Resource use options in everyday

activities and cost/benefits of personal

choices in relation to waste generation 17�+ Analyze

�+ Determine

personal

choices

Impact of resource use, waste

management, and pollution prevention in

school and at home

3, 13, 18,

Evaluate

August 2017

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Content

Bloom’s Taxonomy

Renewable & nonrenewable resources

1, 2�

Differentiate

5, 10, 16

managing natural resources

�Describe

7, 20, 24

�Determine

�Analyze

4, 8, 21

home, school, and community

�Analyze

18, 19, 25

choices in relation to waste generation17

�+Analyze

15, 22, 23

�+ Determine

personal

choices

school and at home3, 13

�Evaluate

What a table of specifications can tell you about the validity (& reliability) of your assessments

V Do I have test items for each of the ILOs in the unit?

V Do I have any test items for objectives that I did NOT intend or that I did NOT teach?

V Do I have an appropriate number of test items to account for the relative emphasis or importance of each of the ILOs?

R Do I have an adequate number of test items to account for error?

V Does each item type adequately tap the targeted content and cognitive level?

R Is each item reasonably free of systematic error?

August 2017

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Content

Bloom’s Taxonomy

Renewable & nonrenewable resources �Differentiate

managing natural resources�

Describe

�Determine

�Analyze

home, school, and community�

Analyze

choices in relation to waste generation

�+Analyze

��+ Determine

personal

choices

school and at home

��Evaluate

Test Test

Test TestTest

Test Test

Resource Use and Waste Decisions in Our School

August 2017

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Cogent set of ILOs that comprise an important discipline-specific

competency

Related assemblage of knowledge & procedural skills

MCQ-type assessments PBAs

August 2017

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Sample Unit Test Results:Average

Class Average: 84

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Sample Unit Test Results:Grade Distribution

A B C D F

# of students

14 20 10 1 5

Sample Unit Test Results:Item Analysis

1. 95%

2. 95%

3. 85%

4. 95%

5. 75%

6. 75%

7. 85%

8. 90%

9. 100%

10. 80%

11. 85%

12. 100%

13. 85%

14. 90%

15. 85%

16. 80%

17. 80%

18. 50%

19. 45%

20. 85%

21. 100%

22. 80%

23. 90%

24. 20%

25. 50%

Average Score: 84%

August 2017

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Content

Bloom’s Taxonomy

Renewable & nonrenewable resources

Differentiate

5, 10, 16

Role of conservation professionals in managing natural resources

Describe

7, 20, 24

Reports, media articles, etc., that give various perspectives on costs/benefits in real-life situations

Determine

Analyze

Resource use and management in the home, school, and community

�Analyze

18, 19, 25

Resource use options in everyday activities and cost/benefits of personal choices in relation to waste generation

Analyze

15, 22, 23

Determine personal choices

Impact of resource use, waste management, and pollution prevention in school and at home

Evaluate

What do you think?

When and how could you use an assessment blueprint in your teaching?

August 2017

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C A= I =

Every assessment must be a reasonable proxy for the intended learning outcomes it purports to measure.

Formative Assess-ment

Unpacking ILOs

Using a

TOS to create an

assessment

Using a TOS to critique & improve

an assessment

Using a TOS to create a

unit assessment

Using a TOS to analyze student learning

Select-response

itemsSupply-response

Common Assess-ments

Performance-based

assessments

Understanding by Design

BalancedAssessment

Pacing Guides

DemonstratedStudentGrowth

Feedback

Visible Learning

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