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Dr. Ellen VorenkampAssessment Consultant
Wayne RESA
The Michigan Assessment Consortium professional development series in common assessment development is funded in part by the Michigan Association of Intermediate School Administrators in cooperation with…
The various types of learning targets
What each learning target assesses
The different methods of assessment, and
The best method of assessment for each type of learning target
Not all learning targets are created equal
Some targets will require more test items than others and some will require different types of assessment methods• Number of test items• Types of test items• Length of time to complete items or tasks
Knowledge Mastery Reasoning Proficiency Skills Ability to Create Products Dispositions
These targets are often stated using verbs such as knows, lists, names, identifies, and recalls.
Targets can either be know outright or by reference.• What we teach students to memorize vs.
what we teach students to find.
Recognize Describe Understands Explains Knows Identifies Comprehends
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Students will locate negative rational numbers (including integers) on the number line; know that numbers and their negatives add to 0, and are on opposite sides and at equal distance from 0 on a number line.
Reasoning targets represent mental processes such as predicts, infers, classifies, compares, concludes, summarizes, evaluates, hypothesizes, and generalizes.
6 general types of reasoning taxonomies
Reasoning Taxonomies• Inductive/Deductive Reasoning• Analytical Reasoning• Comparative Reasoning• Classifying• Evaluative Reasoning• Synthesis
Use Analyze Evaluate Make Decisions Formulates
questions Make predictions Verifies Compares Contrasts
Sets goals Strategize Distinguishes
between Examines data and
proposes meaningful interpretation
Using insights and conclusions from data to generate potential solutions
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Students will compare their viewpoint about a classroom issue with the viewpoint of another person.
Skill targets are objectives that must be observed or demonstrated in order to be assessed.
• Examples include oral fluency, speaking a second language, serving a volleyball, or playing a musical instrument.
Measures Reads aloud Dribbles and passes Participates Uses simple equipment Demonstrates relationships Pronounces Collects Data
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Students will demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.
Certain targets require students to create a product, such as tables, graphs, essays, or data displays.
There are differences between “tasks” and product targets.
Constructs graphs Develops a plan Creates a product to support a
thesis Constructs models Creates a scripted scene Writes simple directions Generating a viable action plan
to address the problem
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Students will construct simple charts from data and observations.
These targets reflect attitudes and feelings.
They represent valuable affective outcomes we hope students attain as a result of their educational experiences.
Likes mathematics Chooses to read for enjoyment Plays basketball for fun Intends to vote in every election Looks forward to science Understands the ethics of the scientific
method Wants to participate in community theatre Enjoys opportunities to converse in Spanish Commitment to active and sustained
learning Exhibit a passion for learning
Stiggins, R., Arter, J., Chappuis, S. & Chappuis, F. (2004) Classroom Assessment forStudent Learning: Doing It Right—Using It Well. Assessment Training Institute, Portland, OR.
Written Response• Selected Response• Short Answer Response• Extended Response/Essay
Performance Assessment Observation/Conversation
Students will be enthusiastic about writing and learning to write.
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
•Multiple Choice
•True-False
•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map
•Flowchart•Graph•Table•Matrix•Illustration
•Presentation
•Movement•Science lab •Athletic skill•Dramatization
•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning
•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing
•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano
Types of learning targets What learning targets assess Types of assessment methods
Matching the most appropriate method of assessment with each type of learning target…
30
Target Selected Response
Extended Written Response
Performance Assessment
Observation/Conversation
Knowledge
Yes! Yes-Understandings of relationships among elements of knowledge
Nope- too time consuming
Maybe (question, evaluate answers, infer mastery –but time consuming
Target Selected Response
Extended Written Response
Performance Assessment
Observation/Conversation
Product No Maybe-if product is written
Yes! No
Determine the type of learning target Determine the most effective
assessment method for that learning target
Determine the number of items for each assessment method
Determine the amount of time required to answer each item type
Determine the amount of points each item is worth
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