Learning and Implementing the BEAR Assessment System

1
Learning and Implementing the BEAR Assessment
System

• Continuity
• Disjuncture

Seth Corrigan, M.L. King M.S. Brent Duckor, UCB
School of Ed.
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The Work Circle

• Builds on and extends research for practice
  tradition
• Quality Circles and Japanese Lesson Study
• LETUS at Northwestern University
• Offers bridge between researchers and
  practitioners
• Faculty and graduate students from UCB-GSE
• Curriculum developers from LHS-FOSS
• National trial teachers-FOSS
• Content and technology experts in e.g. Physics
  education
• Focuses on knowledge of assessment and
  products for use in national science curriculum

3
Acquired Knowledge Skills

• Progress Map Design
• Outcome Space Design
• Item Design
• Item Paneling
• Methods of Data Analysis
• Qualitative
• Quantitative

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Changes in Beliefs

• Knowledge Gains
• The Systems View of Assessment!
• Building chains of inference from progress maps,
  scoring guides and items
• Role of validity evidence in evaluating
  assessment tools
• The idea of a measurement model to check
  expectations

• Values shift
• Developmental perspective
• Levels of understanding in between expert and
  novice
• Dynamic assessment
• When and why students gain more of a concept over
  time
• Embedded assessment
• Curriculum overlaps with assessment

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Ideal Impact on Assessment Practices for Teachers
Progress Map Curriculum
Items, Activities and Scoring Guides
Reflection Analysis
Teaching Assessment
Validity established at each stage
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Progress Maps Ideal vs. Real

• Ideal
• Create progress maps and outcome spaces which are
  distinct.
• Make Inferences of student understanding using
  responses, outcome space and progress maps.
• Revise progress maps as part of assessment cycle.
• Establish both content validity and
  statistical/technical validity of progress map.

• Real
• Create progress maps and outcome spaces which are
  integrated.
• Make inferences about student understanding using
  only responses and outcome space.
• Forego revision of progress maps.
• Establish only content validity of progress maps.

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Outcome Space Ideal vs. Real

• Ideal
• Use outcome space to make inferences about
  changes in student position of progress map.
• Dynamic assessment
• Create one outcome space for each progress
  variable.
• Develop well ordered outcome spaces that describe
  all possible responses and permit consistent
  scoring.

• Real
• Use outcome space as description of student
  understanding.
• Static assessment
• Create several outcome spaces for each progress
  variable.
• Develop well ordered outcome spaces that describe
  all possible responses and permit consistent
  teacher AND student scoring.

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Item Development Ideal vs. Real

• Real
• Assign primarily open ended items.
• Evaluate item function loosely through
  qualitative review of student responses.

• Ideal
• Assign a range of item types to ensure
  reliability and validity.
• Evaluate item function quantitatively.

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Communities beyond the Work Circle
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Interacting with the CommunityGeneral Education
Teachers

• Going beyond rubrics
• Problematizing current assessment practices
• Investing more in assessment

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Interacting with the CommunitySPED Teachers,
Administrators

• Communicating progress
• Diagnosing problems
• Setting goals

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Interacting with the CommunityStudents

• Providing detailed Feedback
• Informing Decisions about Instruction
• Shaping Students Experience and Cognitive
  Processing of Material

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Summary Areas of Change