Designing Assessments &

Rubrics Aligned to Our Units of Study

Learning OutcomesConnections to previous PD

Criteria for quality common assessments & effective scoring guides

Collaborative planning session to:

Create a quality common assessment (with a scoring guide) to accurately infer student needs & curricular next steps

Plan appropriately matched learning tasks that will lead up to the developed assessment

Code of CooperationSuspend certainty

What happens in Vegas...

Listen as an ally

Speak from awareness

Celebrate diversity

Mind the schedule

_________________________

Connections to Prior Work

• Unwrapping the Standards

• Designing Curricular Units

• Levels of Bloom’s

• Artisan Teacher

http://www.hulu.com/watch/292079

Two Major Types of Assessments

Selected Response Constructed Response

Note: Performance-based assessments can be used to enable students to physically demonstrate their understanding.

Assessment Type Activity

In your groups, create a visual representation of the pros and cons of the type of assessment titled on your chart paper. When your group is finished post the chart paper on an accessible wall.

When all groups are finished, we will conduct a gallery walk. Discuss with your group any interesting findings or the similarities/differences between the group work.

Share out with the whole group.

Selected-Response Item Guidelines

Align with ‘unwrapped’ standards

Higher-order objectives

Application of knowledge vs. recall

Include new material - a true test of transfer

Be brief and clear

Use language that asks for the ‘best’ answer as opposed to the ‘correct’ answer

Use distractors which are all plausible

Constructed-Response Item Guidelines

Items are open-ended

Require students to create a response

Students demonstrate an integrated understanding

Items match the level of rigor

Scoring guide required

Note: Constructed-response items provide for more valid inferences concerning student level of mastery.

A Bucket of TroubleAn East Indian folk tale tells of two frogs on a farm that had the misfortune of jumping into a pail of fresh milk left by a careless son of the farmer. The frogs were unable to jump out of the pail and had no recourse but to paddle continuously around in the milk in order to stay afloat. The larger of the two finally gave up and sank beneath the white waves, while the other frog kept on, determined to keep on paddling as long as he had breath in his little body. At last, thoroughly exhausted and unable to swim another stroke, he began to sink to his demise, only to find himself resting upon something solid beneath him. With one final exertion, he jumped from the large pad of butter that he had churched by his incessant paddling out of the milk pail to freedom.

Creating QuestionsUse the Revised Bloom’s Taxonomy question stems to generate questions that could be used on a common assessment with a focus on the following standard:

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson

Sample Selected-Response Question:

Level 4: DRAW (inferences, conclusions, generalizations)

This tale best illustrates which one of the following generalizations:a. Danger can show up in the most ordinary places.b. Events sometimes take a surprising turn if you refuse to quit.c. Everyone fails some of the time.

Sample Constructed-Response Question:

Level 5: SUPPORT (inferences, conclusions with text evidence)

Extended ResponseWrite one paragraph defending your answer choice for the above multiple-choice question.

State your choice and three examples to support it from the tale. Write a concluding

sentence that summarizes and supports your answer choice.

Assessment Criteria

Objective scoring guides for constructed-response

Matched to the level of

rigor Results are analyzed to

guide instruction

Matched to the level of rigor

Blended assessments provide more

comprehensive data

Steps to Designing a Unit Assessment

Determine the assessment format to achieve the purpose

Reference the specific ‘unwrapped’ priority upon

which to base the assessment

Reference Bloom’s Taxonomy and begin

writing items

For selected-response questions, make all of the

distractors plausible

Be sure to include correct standard terminology

e.g., identify, not label; rotation, not turn

Limit the total number of questions so that student

work can be scored quickly

Grades K-1,Grades 2-3,Grades 4-5,

five or sixeight to tenten to twelve

Create a scoring guide for constructed-response

items

Develop learning experiences which are

congruent to the priority standard and

lead up to the unit assessment

Key Elements of Scoring Specific, measurable, observable, student-friendly language

Samples matched to criteria

Criteria provided before task

Student access during task

Criteria used to evaluate student work after task

Scoring guides help ALL students

succeed!

Steps to Designing a Scoring Guide

Determine performance levels (4-5)

Begin with criteria for the “goal” level

Create criteria by referring to details of the

assessment task

Write the elements as verb phrases

Create the criteria for the top level

e.g. “identifies the attributes of one main character in the story”

e.g. “identifies the attributes of two main characters in the story, noting similarities & differences between

them”

Create the criteria for the progressing level

e.g. Include only one criterion that reads,

“meets ______ of the Goal criteria” (quantity based on the number of criteria

for the goal level

Apply the same criteria for the final or “not yet”

level

e.g. Include only one criterion that reads,

“meets fewer than ______ of the Goal criteria”; and

“task to be repeated after reteaching”

The result:Objective rubrics for quick & accurate scoring!

Sample Constructed-Response Question:

Level 5: SUPPORT (inferences, conclusions with text evidence)

Extended ResponseWrite one paragraph defending your answer choice for the above multiple-choice question.

State your choice and three examples to support it from the tale. Write a concluding sentence that summarizes or supports your

answer choice.

A Bucket of Trouble Sample Scoring Guide:

Advanced: Meets all “Goal” criteria plus

Includes more than one reason for why the selected choice is better than other two choices

Includes real-life connections or experiences in support of selected choice

Goal

States answer choice

Supports answer choice with reason why selected choice is better than other two choices

Writes one paragraphs

Writes concluding sentence that summarizes or supports answer choice

Progressing

Meets 2-3 of the Goal criteria

Beginning

Meets fewer than 2 of the Goal criteria

A Bucket of Trouble Sample Scoring Guide:

Criteria Advanced (4) Proficient (3)Progressing

(2)Beginning

(1)

Drawing Conclusions

Selects the correct answer

Supporting Evidence

Provides more than 3 examples to support

answer choice; Includes real-life

connections to text

Provides 3 examples from the text to

support answer choice

Provides 2 examples from the text to

support answer choice

Provides 1-2 examples that may not support evidence from the text

Concluding Summarization

Writes 1 or more paragraphs with a

concluding sentence to summarize/support

answer choice

Writes 1 paragraph with a concluding

sentence to summarize/support

answer choice

Writes less than a paragraph that includes a concluding sentence to

summarize/support answer choice

Writes less than a paragraph that does not include a concluding

sentence to summarize/support answer choice

Developing Learning Criteria for developing learning experiences to lead up to the common assessment:

Engaging

Congruent

Increasing in thinking, skill, and rigor

Learning Task

Read Goldilocks

At your tables use Bloom’s Revised to create learning tasks (activities & products) for 4 of the 6 levels on the provided chart paper

Discuss whole group

Reflective Planning Create a common assessment based on an upcoming unit of study (use the ‘unwrapping’ organizer to guide questions)

Develop a scoring guide for constructed-response questions (rubistar/4teachers.org)

Plan 3-4 engaging learning experiences which are congruent with the created assessment and steadily increase in thinking, skill, and rigor

Tying It All Together

Artisan Connections

Share Out

Revised +/∆

What’s Next

What’s Next?Gwen will plan to meet with each grade level during the month of March to discuss your progress and gain insight into the process. It is expected that each grade level will have taught the designed learning experiences, administered the common assessment, utilized the developed rubrics to score the assessment, and collaboratively analyzed the data to inform instructional next steps.