Assessment Plans

ASSESSMENT PLANS

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We assess students in many different ways.

© Relay Graduate School of Education. All rights reserved. 3

Over the shoulder checks. Paper and pencil.

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Homework and Quizzes. Small Group Questioning.

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Not all assessments are intended for measuring

standards mastery.


An exit ticket is meant for formative use only.

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State Tests Aren’t Given Until The Year Is Over.

So what kind of assessment is a strong measure of standards

mastery throughout the year?


Strong Assessments for Measuring Standards Mastery

• Sizeable: Should be labeled as unit exams, midterms, or any other major assessments, at a minimum

• Obtainable

• Defensible

• Aligned

• Summative



• Sizeable

• Obtainable: The assessment can be reviewed, and granular results are provided at the student-level and item-level

• Defensible

• Aligned

• Summative



• Sizeable

• Obtainable

• Defensible: A high degree of learning demonstrated on the exam should guarantee mastery of the material

• Aligned

• Summative



• Sizeable

• Obtainable

• Defensible

• Aligned: Items (Questions) on the assessment test what was taught

• Summative



• Sizeable

• Obtainable

• Defensible

• Aligned

• Summative: Evaluates student learning at the end of an instructional unit


So Refreshing! (SODAS…get it?)

• Sizeable

• Obtainable

• Defensible

• Aligned

• Summativehttp://upload.wikimedia.org/wikipedia/commons/e/e5/Sodas.JPG

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Great! Now let’s assume you’ve got a strong set of

assessments for measuring standards mastery.

But how do you know if a student truly masters

a standard?


Here’s an example item and the standard it assesses.

Standard:

Item:



Standard: Solve two-step word problems using the four operations.

Item:




Item:

http://www.engageny.org/sites/default/files/resource/attachments/grade_3_math_released_questions.pdf


This item does a decent job assessing the standard.


Item:

But how do you know if a student truly masters

a standard?

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We need to administer more problems like that one!

That’s how we fully assess a standard.


So we should also administer a problem like this one.


Item:


So we should also administer a problem like this one.


Item:

http://www.engageny.org/sites/default/files/resource/attachments/grade_3_math_released_questions.pdf


And this one too.


Item:


And this one too.


Item:


More at-bats give students more chances to show mastery.

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A second, third, and fourth chance is a good thing! Well, to demonstrate mastery of standards that is.

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“Coverage” means providing students with sufficient at-bats to demonstrate mastery on

high-quality, aligned, rigorous assessment items.

We want full coverage! That’s what it means to fully assess a standard throughout the

year.


Let’s Toast to Strong Assessment and Full Coverage!