Developing Assessments for and of Deeper Learning [Day 2b-afternoon session]

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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.
• khess_at_nciea.org or
• karinhessvt_at_gmail.com

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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 Karins performance assessment
  coaching tips
• Plan get feedback on future assessment
  activities and/or support to teachers

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What we know (from research) about High- Quality
Assessment

• Is defined by agreed-upon standards/ expectations
  
• Measures the individuals 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

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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)

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2. The DOK Matrix Instructional Paths
Instruction Assessment Decisions
Selected Response
Each standard has an assigned Depth of Knowledge.
Constructed Response
Performance Tasks
The DOK determines the cognitive level of
instruction.
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First we consider alignment

• Its 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

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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?

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Some Common Misconceptions about DOK

1. All kids cant think deeply or Kids dont need
   scaffolding to get there.
2. Webbs 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 (thats just dumb!)
6. Higher order thinking deeper learning
7. Multi-step tasks, multiple texts, or complex
   texts always means deeper thinking

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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?