Developing Assessments for and of Deeper Learning [Day 2b-afternoon session] Santa Clara County Office of Education June 25, 2014 Karin K. Hess, Ed.D. [email protected] or [email protected] Presentation Overview • Clarify understandings & common misconceptions about rigor/DOK, deeper learning • Use the Hess Validation Tools to examine sample performance tasks • Give rubrics the chocolate chip cookie “taste test” • Be inspired by Karin’s performance assessment coaching tips • Plan & get feedback on future assessment activities and/or support to teachers What we know (from research) about HighQuality Assessment: • Is defined by agreed-upon standards/ expectations • Measures the individual’s learning & can take different forms/formats • Measures the effectiveness of instruction and appropriateness of curriculum • Is transparent: – Students know what is expected of them and how they will be assessed – Assessment criteria are clear and training is provided to educators and reviewers/raters. • Communicates information effectively to students, teachers, parents, administration and the public at large Simply put, HQ assessments have… • Clarity of expectations • Alignment to the intended content expectations (skills & concepts) • Reliability of scoring and interpretation of results • Attention to the intended rigor (tasks & scoring guides) • Opportunities for student engagement & decision making • Opportunities to make the assessment “fair” & unbiased for all • Linked to instruction (opportunity to learn) 2. The DOK Instruction & Assessment Matrix Instructional Decisions… Paths Selected Response Each standard has an assigned Depth of Knowledge. Performance Tasks Constructed Response DOK 1 DOK 2 Recall and Reproduction Skills and Concepts Remember Understand Recall, locate basic facts, definitions, details, events The DOK determines the cognitive level of instruction. DOK 4 DOK 3 Extended Thinking Reasoning and Thinking Select appropriate words for use when intended meaning is clearly evident. Explain relationships Summarize State central idea Use context for word meanings Use information using text features Apply Analyze Use concepts to solve non-routine problems and justify Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text . Cite evidence and develop a logical argument for conjectures based on one text or problem Evaluate Create Explain, generalize or connect ideas using supporting evidence (quote, text, evidence) . Develop a complex model or approach for a given situation Develop an alternative solution -Explain how concepts or ideas specifically relate to other content domains. Devise an approach among many alternatives to research a novel problem Analyze multiple sources or multiple text Analyze complex abstract themes Evaluate relevancy, accuracy and completeness of information across texts or sources Synthesize across multiple sources/ texts Articulate a new voice, theme, or perspective 5 First we consider alignment… • It’s really about validity – making decisions about the degree to which there is a “strong match” between grade level content standards + performance and the assessment/test questions/tasks • And making valid inferences about learning resulting from an assessment score Alignment (validity) Questions: • Is there a strong content match between assessment/test questions/tasks and grade level standards? • Are the test questions/tasks (and the assessment as a whole) more rigorous, less rigorous, or of comparable rigor (DOK) to grade level performance standards? Some Common Misconceptions about DOK 1. All kids can’t think deeply; or Kids don’t need scaffolding to get there. 2. Webb’s DOK model is a taxonomy (4 vs 1) 3. Bloom verbs & levels = Webb DOK 4. DOK is about difficulty. 5. All DOK levels can be assessed with a multiple choice question (that’s just dumb!) 6. “Higher order” thinking = deeper learning 7. Multi-step tasks, multiple texts, or complex texts always means deeper thinking Basic Task Validation Protocol Handout #2a (K. Hess, Linking Research with Practice, Module 3, 2013) • Table Groups review the technical criteria and descriptions of the Basic Validation Protocol • Select a sample assessment task to review • Handout 2b – Writing CRM • Discuss what you see in terms of these criteria: • Purpose & use? – how might you use results? • Clarity – is it clear what is expected? • Alignment: are task content + rigor/DOK appropriate for grade level, use of data? • Engagement: is there opportunity for student decision making?