Assessment Development for Mathematics and … Development for Mathematics and Science Educators...

AssessmentDevelopmentforMathematicsandScience

Educators

PresentedbyMarzanoResearchfor

WyomingDepartmentofEducationSpring2016

Ms.JanK.HoeghAssociateVicePresident

[email protected]

1 assessment 2 formative score 3 measurement error 4 obtrusive 5 proficiency scale 6 reliability 7 student-generated

assessment 8 summative score 9 unobtrusive assessment

10 validity

SessionGoals

2

o Learnhowtodesignvalid,reliable,andfairclassroomassessmentsformathematicsandscience;

o Learnattributesofhigh-qualityassessmentitemsandtasksformathematicsandscience;

o Workinteamstodevelophighqualityassessments,scoringguides,andrubrics.

Marzano Research 2016wmarzanoresearch.com

School-Level Common Assessments

Individual Teacher Administered Assessments

PAWSACT

District Benchmark Assessments

ProfessionalLearningCommunities

A Balanced Assessment System

3

Quality Criteria for Classroom

Assessments

1. Assessmentsarevalid.Theassessmentmeasureswhatis intendedtobemeasured.Itproducesaccurateandtruthfulresults.

2. Scoringisconsistent orreliable.Theassessmentproducesbelievableresultsthatmirrorthelearningthathasoccurred.Consistentresultsaregleanedacrossmultipleusersofthetool.

3. Assessmentsandsurroundingprocesses arefair.-Theleveloftheassessmentisappropriate.-Studentshavereceivedadequateopportunitytolearn.-Theassessmentisfreefrombiasandtheformatdoesnotinterferewithstudentsengagingintheassessment.

4Marzano Research 2016wmarzanoresearch.com

Ø Considereachbulletpointonthisguidancedocumentasyouwriteandrefineproficiencyscales

toensurehighquality.

Score4.0

Thislevelisinadditiontoscore3.0performance.Thestudentdemonstratesin-depthinferencesandapplicationsthatgobeyondwhatwastaught.o Includeanexampleortwoofhowastudentmightdemonstratea

performancebeyondtheexpectationofthestandard.o Contentatthisleveldoesnotrequireexplicitclassroominstruction.o Rememberthatastudentcandemonstrateaperformanceatthislevelina

varietyofways.

Score3.0

ThislevelarticulatestheexpectationforALLstudentsandalignstotheprioritystandard.o Ensurethateachbulletisarequiredexpectationatthelevelofthe

standard.o BesuretheexpectationsatthislevelaligntotheDOKassignmentofthe

standard.o Considersupportingstandardscontenttobeincludedatthislevel(if

directlyrelatedtoprioritystandard).o Rememberthateachbulletrequiresexplicitclassroominstruction.o Limitthenumberofbulletsatthisleveltothree,ifpossible.

Score2.0

Thislevelincludessimplecontentrelatedtotheprioritystandard.o Includecriticalvocabularytermsrelatedtothestandard.o Articulatethesimplecontentwithinthestandard,ortheprerequisite

knowledgeandskills,butbesuretobeselectiveandpurposefulinmakingdecisionsaboutwhatisincludedonthescale.

o Eachbulletatscore3.0typicallyhasarelatedbulletatscore2.0(butnotrequired).

o Considerpreviousandfollowinggradelevelexpectationswhendeterminingtheprerequisiteknowledgeandskills.

o Considersupportingstandardscontenttobeincludedatthislevel(ifdirectlyrelatedtoprioritystandard).

o Limitthenumberofbulletsatthisleveltothree,ifpossible,notincludingthevocabularyterms.

GUIDANCEFORWRITINGHIGH-QUALITYPROFICIENCYSCALES


Marzano Research 2016wmarzanoresearch.com 6

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Marzano Research 2016wmarzanoresearch.com 6

MeasurementTopic Standards

Multiplication

4.OA.1Interpretamultiplicationequationasacomparison.4.OA.2(firstpart)Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.4.NBT.5Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,andmultiplytwotwo-digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

4.0Selectthequickeststrategytousetosolvewordproblemsthatrequiremultiplyingwholenumbersuptofourdigitsbyone-digitwholenumbersormultiplyingtwotwo-digitnumbers.

3.5 Inadditiontoscore3.0performance,partialsuccessatscore4.0content

3.0

1•Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.2•Explainhowtomultiplyawholenumberofuptofourdigitsbyaone-digitwholenumberandhowtomultiplytwotwo-digitnumbers.

2.5 Nomajorerrorsoromissionsregardingscore2.0content,andpartialsuccessatscore3.0content

2.0

1•Understandvocabularysuchasmultiply,comparison,wordproblem,equation.1•Interpretamultiplicationequationasacomparison.1•Usearraysandequationstorepresentmultiplicationsituations.2•Understandvocabularysuchasmultiply,one-digit,two-digit,four-digit.2•Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber.2•Multiplytwotwo-digitnumbers.

EXAMPLEASSESSMENT

7

MULTIPLICATIONASSESSMENTStandards:4.OA.1,4.OA.2(firstpart),4.NBT.5PartA:1)Writeanequationforthestatement“161is7timesasmanyas23.”2)Afactorymakes3,132chairseachmonth.Writeanequationthatrepresentsthetotalamountofchairsthefactorymakesin9months(youdonotneedtosolvetheequation).3)5,039×8=________4)47×93=________PartB:5)Inoneyear,Janiesent4,368textmessages.Tannersent4timesasmanytextmessagesasJanie.HowmanymoretextmessagesdidTannersendthanJanie?PartC:Showatleasttwodifferentwaystosolvethefollowingwordproblem,decidewhichwayisquickest,andexplainwhyyouthinkso.Caseyspent18minutescoloring.Shespent16timesaslongreading.Howmuchtime,inminutes,didCaseyspendreading?

3)

4)

2 8

MULTIPLICATIONASSESSMENTStandards:4.OA.1,4.OA.2(firstpart),4.NBT.5

PartA:

1)Writeanequationforthestatement“161is7timesasmanyas23.”

Answer:23×7=161

2)Afactorymakes3,132chairseachmonth.Writeanequationthatrepresentsthetotalamountofchairsthe

factorymakesin9months(youdonotneedtosolvetheequation).

Answer:3,132×9=thenumberofchairsin9months

3)5,039×8=40,312

4)47×93=4,371

PartB:

5)Inoneyear,Janiesent4,368textmessages.Tannersent4timesasmanytextmessagesasJanie.How

manymoretextmessagesdidTannersendthanJanie?

4,368 17,472 x4-4,368 17,472 13,104moretextmessages

PartC:

6)Showatleasttwodifferentwaystosolvethefollowingwordproblem,decidewhichwayisquickest,and

explainwhyyouthinkso.

Caseyspent18minutescoloring.Shespent16timesaslongreading.Howmuchtime,inminutes,didCasey

spendreading?

18x16isthesameas(20x16)–(2x16)320–32=(320–20)–12=300–12=288

18x16=288418

x16108+180288

Thefirstmethodisthequickestbecauseitispossibletosolvetheproblemthroughmentalmath.Inordertodothis,Ihadtoround18upto20andthensubtracttheextra216sfromthattotal.

3)

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2 9

Assessmen

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Type

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Items

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conten

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Constru

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213

SelectedResponseMultipleChoiceItems


NOTES:

214

MatchingSets


Howwelldoesthismatchingitemmeetthecriteriaforhigh-qualitymatchingitems?

215

True/FalseandFill-in-the-BlankItems

NOTES:


216

ConstructedResponseItemsandPerformanceTasks


217

RubricConstruction

NOTES:


!!! !! !! !

!!!

Assessment'Review'Checklist'''

Review'Criteria'Yes' No' Item'#s'

Needing'Revision'

'Comments'

The!assessment!measures!the!knowledge!and!skills!described!in!the!standard.!!!

! ! ! !

The!assessment!is!free!from!bias.!!!!

! ! ! !

The!assessment!is!written!at!the!developmentally!appropriate!level!and!correct!readability!level.!!

! ! ! !

Assessment!items!follow!guidelines!and!are!clearly!written.!!!

! ! ! !

The!Answer!Key!is!accurate!and!matches!the!assessment.!!!

! ! ! !

EVERY!item!has!an!answer.!“Answers!may!vary”!is!typically!not!acceptable.!!

! ! ! !

A!rubric!or!checklist!is!provided,!if!needed.!!!!

! ! ! !

Directions!are!present,!and!are!clear!and!concise.!!!

! ! ! !

The!“Materials!Needed”!list!is!accurate!and!complete.!!!

! ! ! !

!

Assessment'Review'Checklist'Content'Area'___________'

Grade'Level/Course'and'Standard(s)'___________''


JanK.Hoegh isassociate vicepresidentofMarzano Research Laboratory.She hasbeen aclassroomteacher, building-levelleader,professional development specialist,assistant highschoolprincipal,andcurriculumcoordinatorduringher30+yearsineducation.PriortojoiningMarzano Research Laboratory,Janwasassistant directorofstatewideassessment fortheNebraskaDepartment ofEducation,whereherprimaryfocuswasNebraska StateAccountabilitytestdevelopment.Ms.Hoegh hasserved onnumerousstatewide andnationalstandardsandassessment committeesandhaspresented atnationalconferences.As associate vicepresidentofMarzano Research Lab,Janworkswithdistrictsacrossthecountryastheystrivetoimprovestudentachievement. Herpassion foreducation,combinedwithextensive knowledgeofcurriculum,instruction,andassessment, providescrediblesupportforteachers, leaders, schools,anddistricts.Sheisanauthoroftherecentlypublishedbooksentitled,UsingCommonCoreStandardsToEnhanceClassroomInstructionandAssessment,ASchool-Leader ’sGuidetoStandards-BasedGrading,andCollaborativeTeamsThatTransform Schools.Janholdsabachelorofartsinelementary educationandamasterof artsineducationaladministration,bothfromtheUniversityofNebraska-Kearney. Shealso earned aspecializationinassessment fromtheUniversityofNebraska-Lincoln.


Assessment Development for Mathematics and … Development for Mathematics and Science Educators...

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