Summative Assessment:Traditional TestBook pgs. 9 - 12

Classroom CurriculumAssessment

Assessment Structure

Traditional Tests

Unit Assessments

Formative

Informal Formal

Summative

Traditional Test

Performance Assessment

Classroom CurriculumAssessment

Purpose of the Traditional Test

• Assess “Important to Know” knowledge from the Acquiring and Integrating Phase.

• Assess the idea- and concept-webs that make up the Unit Concept and Goal.

• Inform both teacher and student about areas for improvement.

Classroom CurriculumAssessment

Test Structure and format

• A 100-point test could be constructed as follows:

Classroom CurriculumAssessment

Test Structure and format

• A 100-point test could be constructed as follows:

45 ptsUnsophisticated questions about the unit’s core concepts and skills and their “webbing”

Classroom CurriculumAssessment

Test Structure and format• A 100-point test could be constructed as follows:

45 ptsUnsophisticated questions about the unit’s core concepts and skills and their “webbing”

15 pts

1st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Unsophisticated Content Literacy questions

Classroom CurriculumAssessment

Test Structure and format• A 100-point test could be constructed as follows:

45 ptsUnsophisticated questions about the unit’s core concepts and skills and their “webbing”

15 pts1st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Unsophisticated Content Literacy questions

20 pts Unsophisticated questions that assess Unit Goal/Concept achievement

Classroom CurriculumAssessment

Test Structure and format• A 100-point test could be constructed as follows:

45 ptsUnsophisticated questions about the unit’s core concepts and skills and their “webbing”

15 pts1st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Unsophisticated Content Literacy questions

20 ptsUnsophisticated questions that assess Unit Goal/Concept achievement

Note: 80% of the traditional test is accessible to all students.Assuming a 90-80-70-60 grading scale, even if students miss 10 points on this part of the test, they show achievement of the Unit Goal

Classroom CurriculumAssessment

Test Structure and format• A 100-point test could be constructed as follows:

45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing”

15 pts1st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Unsophisticated Content Literacy questions

20 ptsUnsophisticated questions that assess Unit Goal/Concept achievement

10 ptsMore challenging questions that address the Unit Goal/Concept

Classroom CurriculumAssessment

Test Structure and format• A 100-point test could be constructed as follows:

45 pts Unsophisticated questions about the unit’s core concepts and skills and their “webbing”

15 pts1st semester: Unsophisticated questions connecting unit concepts to previous Enduring Understandings2nd semester: Questions that assess Course and T/D OutcomesBoth Semesters: Unsophisticated Content Literacy questions

20 ptsUnsophisticated questions that assess Unit Goal/Concept achievement

10 ptsMore challenging questions that address the Unit Goal/Concept

10 ptsSophisticated questions that address the Unit Goal and Concept

Classroom CurriculumAssessment

Test Structure and format:Sample Test Question – Kindergarten Music

Questions that address Core Concepts and Skills

Unit Goal: SWBAT describe situations in daily life where music is experienced.

Orally with each student…Describe three times or places that you might hear music, other than in music class.

What are some different types of music?

Classroom CurriculumAssessment

Test Structure and FormatQuestions that address Core Concepts and Skills

Sample Test Question – K-Music –Alternative format or tiered assessment

.

AC

E C

olla

bora

tive

2011

At the circus At the library

At a birthday party At church

Circle the pictures that show a time or place where music may be experienced.

Test Structure and FormatQuestions that address Core Concepts and SkillsSample Test Questions: HS Intro to 3-D Art

• SWBAT create a standing, balanced sculpture following design criteria.

• Explain the design criteria that you will use in designing your sculpture.

• Define what is meant by the term “balanced” in reference to a balanced sculpture.

• The questions relate directly to the unit concept and are leading towards the performance, which will come later. The are unsophisticated and represent material covered in class.

AC

E C

olla

bora

tive

2011

Test Structure and format:Sample Test Question – HS Intro to 3D Art

Questions that connect core concepts with Previous Enduring Understandings

Unit Goal: SWBAT create a standing, balanced sculpture following design criteria.

In the last unit we created a clay box utilizing elements of design. In this unit we will be creating a balanced sculpture. Compare and contrast the design elements used for these two projects.

Classroom CurriculumAssessment

Test Structure and format:Sample Test Question – HS MUSIC

Questions that assess Course and T/D Outcomes•T/D Outcome: SWBAT critique live and pre-recorded musical performances.•Explain what qualities you listen for when critiquing a piece of music.•Complete the descriptions in the graphic organizer to indicate the qualities that one uses when critiquing a piece of music.

AC

E C

olla

bora

tive

2011

Test Structure and format:Sample Test Question – HS MUSIC

Unsophisticated content literacy questions•T/D Outcome: SWBAT critique live and pre-recorded musical performances.•Explain what qualities you listen for when critiquing a piece of music.

• Content Literacy Standards: • Make arguments or claims and support those with the use of data,

evidence, and reason• Apply domain-specific vocabulary through writing exercises unique

to each discipline

AC

E C

olla

bora

tive

2011

Test Structure and format:Sample Test Questions

Unsophisticated Questions that address the Unit Goal/Concept

Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists.

Describe how the theme of love is expressed in BB King’s Ask Me No Questions as compared to I’ve Got a Woman by Ray Charles.

Classroom CurriculumAssessment

Test Structure and format:Sample Test Questions

Unit Goal SWBAT analyze how a theme is expressed differently through the lens of various artists.

Analyze the lyrics of I’ve Got A Woman by Ray Charles and Ask Me No Questions by BB King. Citing 3 sets of lyrics, explain how each song speaks of love and show evidence to support your claims.

Classroom CurriculumAssessment

Sophisticated Questions that address the Unit Goal/Concept

Writing Test Questions

• Adapt Publisher-created Tests• Develop a library of questions from multiple textbooks• Choose questions that assess your Unit Goal/Concept• Ensure that the test includes unsophisticated and

sophisticated questions

• Create Your Own Questions• Think about alternative question types

• Concept Maps• Diagrams, Maps, Political Cartoons• Questions based on previous labs or demonstrations

Classroom CurriculumAssessment

Test Components that Benefit All Students• Focus on the Unit’s “Knowledge Important to

Know”

• Begin with questions that instill confidence in students

• Assess Unit Goal achievement at different levels of sophistication

• Gauge a comfortable test length

• Focus on content rather than reading

Classroom CurriculumAssessment

Unhelpful Test Components

• Too many “Nice to Know” Questions

• Too few questions at the Unit Goal level

• “Extra Credit” questions

• “Retests” for partial credit

Classroom CurriculumAssessment

Test Grades and the Unit Structure

• What if you are surprised by low test grades?• The teacher did not provide enough or effective formal

formative assessmentsOr• Students did not take advantage of the information

provided by the formative assessments

• Test results may require adjustments to the E&R lesson plans to address student needs.

• The Performance Assessment gives students another opportunity to demonstrate Unit Goal achievement.

Classroom CurriculumAssessment

Take Home Points

• Traditional Tests need not be long, just focused on core concepts and the Unit Goal.

• When appropriate, tests should measure content achievement, not reading ability.

• Traditional tests should give all students the ability to show mastery of the Unit Goal at different levels of sophistication.

Classroom CurriculumAssessment

Traditional Test Goal Questions

For the 2nd Diocesan Unit Goal, develop

•Two unsophisticated TT questions that assesses Basic Proficiency of Goal achievement•One challenging TT question that assesses Proficiency of Goal achievement•One sophisticated TT question that assesses Advanced Proficiency of Goal achievement

•From 2nd grade upward, all Goal questions involve writing in some way.

Classroom CurriculumAssessment

Traditional Test Goal Questions

For the 2nd Diocesan Unit Goal, develop

Classroom CurriculumAssessment

20 ptsBASIC

10 ptsCHALLENGING

10 ptsSOPHISTICATED