The Assessment Blueprint

The AssessmentBlueprint

Designing an Excellent Assessment Set

Assessments in a Nutshell

My students grow and learn every day!!


So…

HOW can we gather information/data/artifacts

to prove growth is happening?

Measure ChangeMeasure Student Learning

Measure Student Growth

Important Term:Mirrored Assessment Set:A series of comparable assessments that can measure and monitor learning over 2 or more points in time. They are designed with the same form, content, and level of complexity.


So…

HOW can we gather information/data/artifacts

to prove growth is happening?

Measure ChangeMeasure Student Learning

Measure Student Growth

Important Term:Mirrored Assessment Set:A series of comparable assessments that can measure and monitor learning over 2 or more points in time. They are designed with the same form, content, and level of complexity.

Lets Make A Blueprint: Teachers can design their own, or pick from available options

Assessment Blueprint Development ProtocolStep One: Identify what essential skills & knowledge you will assess.

Step Two: Select the form(s) for your assessment.

Step Three: Determine the number of items at each level of cognitive demand





Getting Focused.

Imagine a list of everything you taught in an instructional interval….

I teach so many different things…

How can I determine what is “essential?”

How do we prioritize?Essential Skills/Knowledge




Bookend your course:

What do you want all students to know & be able to do

by the end of your instructional interval?

1. Endurance: Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? This is information a student will need to know far beyond the last test the teacher gives.

2. Leverage: Will this provide knowledge and skills that will be of value in multiple disciplines? (For example: making inferences is a skill that can be used in many subjects)

3. Readiness for the next level of learning: Will this provide students with essential knowledge and skills that are necessary for success in the next grade of the next level of instruction?

Ainsworth, L. (2003)







Examples:

#1: What year was this composer born?

IF you ask students to do this for one test and never again all year long...it doesn’t have endurance.

#2: Clap out a rhythm of quarter notes and half notes.

IF you will revisit quarter notes and half notes again and again, they have endurance.











Example:

#1: Analysis (of students own work and others work)

Students can apply this in writing, ceramics, social studies and more. Analysis includes creative thinking and problem solving which is applicable to nearly every subject area.










How do we prioritize?Essential Skills/Knowledge Examples:

#1: 7th grade math to 8th grade math

What is the entry level expectation for advanced courses? What must students master in prereq courses?

#2: Fine Motor Skills

Are there skill that must be developed for success in the next grade?







Typically, this is what you have an opportunity to teach again and again in

an instructional interval.





Comparable assessments in a set are of the same format

Selected Response Assessments: Ask students to select the correct answer from a provided set of answers.

Constructed Response Assessments: Ask students to construct their own answer to a question.

Performance Assessments: Ask students to demonstrate understanding by performing or creating a product.

Be Intentional about Question Form











Constructed Response Assessments: ● Take more time to grade ● Require a specific rubric● Require inter-rater and intra-rater reliability ● Write descriptive rubrics: less than full credit should

point out misconceptions, next steps● May not be appropriate for all ages or subjects● Be consistent in administration technique (directions,

etc.)

Considerations in Selecting

Question Form

Constructed Response Assessments: ● Take more time to grade ● Require a specific rubric● Require inter-rater and intra-rater reliability ● Write descriptive rubrics: less than full credit should

point out misconceptions, next steps● May not be appropriate for all ages or subjects● Be consistent in administration technique (directions,

etc.)

Considerations in Selecting

Question Form

Inter-Rater Reliability: ● Same/Repeatable results when

2+ people are using 1 rubric● Practice as a team, share samples,

keep on fileIntra-Rater Reliability:

● Repeatable results when 1 person is using 1 rubric

● Photograph/record samples, keep on file

Reliability: Consistent, Repeatable Results





Determine the Spectrum of ComplexityAcknowledging the various levels of cognitive demand within each standard will help teachers write questions at a consistent cognitive level across the assessment sets thus allowing the sets to mirror in complexity.

Be Intentional about Question Complexity

Mirrored questions - same range of cognitive demand.Blooms Taxonomy (Revised)

Marzano's Taxonomy

Webb's Depth of Knowledge

Remembering Level 1: Retrieval Recall and reproduction (DOK1)

Understanding Level 2: Comprehension Skills and concepts (DOK2)

Applying Level 3: Analysis Strategic thinking/complex reasoning (DOK3)

Analyzing Level 4: Knowledge Utilization Extended thinking/reasoning (DOK4)

Evaluating Level 5: Metacognition

Creating Level 6: Self-System Thinking



Marzano's Taxonomy








These are the EASIEST questions.

* Recall this term.

* Why is this called an impressionist painting?

* Why does the singer get louder?



Marzano's Taxonomy








These are a bit HARDER...

* Recall a concept and apply it to a new situation.

* Answer a question about a piece that requires “read

between the lines”: What is the artist’s main message?



Marzano's Taxonomy








These are the HARDEST questions.

* Recall facts and use them to evaluate a new situation or

create a new piece.

* Evaluate between multiple positions or opinions or ideas


Keep the number of questions in each level of complexity consistent!

Commit to a number of hard questions…Commit to a number of easy questions….

And stick with that pattern on all assessments so they are comparable in difficulty!



Commit to a number of hard questions…Commit to a number of easy questions….

And stick with that pattern on all assessments so they are comparable in difficulty!

Key: This is how you get COMPARABLE results!

Difficulty level remains CONSTANT



Key Standard/ ObjectiveBasic:

(Remember & Understand)

Standard:(Apply & Analyze)

Expanded:(Evaluate & Create)

Key Ideas and Details 2 questions 5 questions 2 questions

Craft and Structure 2 questions 4 questions 3 questions

Integration of Ideas 2 questions 3 questions 1 questions

Assessment Total: 6/24 questions

=25% of test12/24 questions


=25% of test

For Example, in Assessments A, B and C:



Key Standard/ ObjectiveBasic:

(Remember & Understand)

Standard:(Apply & Analyze)

Expanded:(Evaluate & Create)

Key Ideas and Details 2 questions 5 questions 2 questions

Craft and Structure 2 questions 4 questions 3 questions

Integration of Ideas 2 questions 3 questions 1 questions

Assessment Total: 6/24 questions



=25% of test

For Example, in Assessments A, B and C:

Is 25%, 50%, 25% a magic formula? NO!

Think about your class/course and what would make an appropriate balanced assessment!

Example: Honors class? Remedial Class?





EXAMPLE Blueprint FORMAT:








(Circle, Triangle Square Analogy)



Try writing the question right into the graphic organizer

EXAMPLE Blueprint Set: EXCERPT Questions for Assessment #1

Essential Skill & Knowledge

Basic Level 1(Remember & Understand)

Standard Level 2(Apply & Analyze)

Expanded Level 3(Evaluate &

Create)Reading Literature-Forgetting the Words (Lexile 780)

http://www.readworks.org/passages/forgetting-words

CC.3.R.L.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

How is Andy involved in the school play?a. Andy is watching his friends act in the play.b. Andy is starring in the school play.c. Andy is writing the play.d. Andy is directing the play.

The main idea of this story is thata. Andy is not able to perform in the play because he is so nervousb. Andy is able to get over his nerves and feel confident with encouragementc. Andy says the wrong thing, his mother sees, and the whole play is ruinedd. People sometimes do not know what to do when on stage and don’t say anything

In the passage, the author says that Andy is afraid to make a mistake in the play when he can’t remember what to say. What evidence best shows Andy is no longer frightened by being on stage?a. “Andy is worried about letting her down”b. “He has been looking forward to this for weeks.”c. “He still can’t remember his line, but it doesn’t matter.”d. “Andy loves pretending to be a pirate.”

This is only a one row excerpt...

EXAMPLE Blueprint Set: EXCERPT Questions for Assessment #2

Essential Skill & Knowledge

Basic Level 1(Remember & Understand)

Standard Level 2(Apply & Analyze)

Expanded Level 3(Evaluate &

Create)Reading Literature-Lessons from Fishing (Lexile 780)

CC.3.R.L.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Why does Martin jump into the water?a. Martin wants to touch a fish.b. Martin wants to see how fast a fish can swim.c. The fish escaped with the stringer.d. Martin can’t swim.

What is the main theme of the story?a. Learning how to fish is a good way to learn how to swim.b. Fishing makes you strong if you hold onto the pole.c. Fishing is a good family activity.d. Fishing is like life, with some days that are a success and other days that are not.

In the passage, the author says that Morgan “goes fishing all the time” and that he “has gotten even better at it than his father and his grandfather.”Based on this evidence, what can be concluded about the sport of fishing?a. Fishing can be learned in less than a week.b. Being good at fishing takes a lot of practice.c. Only teenagers are good at fishing.d. Fishing is best taught by family members.



Lets Make A Blueprint:

Downloads:

WORD: www.KidsAtTheCore.com/growthassessmentblueprint.docx

PDF: www.KidsAtTheCore.com/growthassessmentblueprint.pdf

http://www.kidsatthecore.com/growthassessmentblueprint.docx

http://www.kidsatthecore.com/growthassessmentblueprint.pdf

Education

The Assessment Blueprint