Classroom Assessments in Large Scale Assessment Programs

1
Classroom Assessments in Large Scale Assessment
Programs

• Catherine Taylor
• University of Washington/OSPI
• Lesley Klenk
• OSPI

2
History of Criterion-Referenced Assessment Models

• Measurement driven instruction" (e.g., Popham,
  1987) emerged during the 1980s
• A process wherein the tests are used as the
  driver for instructional change.
• If we value something, we must assess it.
• Minimum-competency movement of the 1980's
• Drive" instructional practices toward teaching
  of basic skills
• Movement was successful - Teachers did teach to
  the tests.
• Unfortunately, teachers taught too closely to
  tests (Smith, 1991 Haladyna, Nolen, Hass, 1991).
  
• The tests were typically multiple-choice tests of
  discrete skills
• Instruction narrowed to the content that was
  tested in the same form that it was tested.

3
History of Criterion-Referenced Assessment Models

• Large-scale achievement tests came under wide
  spread criticism
• Negative impacts on the classroom
  (Darling-Hammond Wise, 1985 Madaus, West,
  Harmon, Lomax, Viator, 1992 Shepard
  Dougherty, 1991).
• Lack of fidelity to valued performances

4
History of Criterion-Referenced Assessment Models

• Studies compared indirect and direct measures of
• writing (Stiggins, 1982)
• mathematical problem-solving (Baxter, Shavelson,
  Herman, Brown, Valadez, 1993)
• science inquiry (Shavelson, Baxter, and Gao,
  1993)
• Demonstrated that some of the knowledge and
  skills measured in each assessment format overlap
• Moderate to low correlations between different
  assessment modes
• Questions about the validity of multiple-choice
  test scores.
• Other studies (Haladyna, Nolen, and Haas, (1991)
  Shepard and Dougherty (1991), and Smith (1991))
  showed
• pressure to raise scores on large scale tests
• narrowing of the curriculum to the specific
  content tested
• substantial classroom time spent teaching to the
  test and item formats.

5
History of Criterion-Referenced Assessment Models

• In response to criticisms of multiple-choice
  tests assessment reformers (e.g., Shepard, 1989
  Wiggins, 1989) pressed for
• Different types of assessment
• Assessments that measure students' achievement of
  new curriculum standards
• Assessment formats that more closely match the
  ways knowledge, concepts and skills are used in
  the world beyond tests
• Encourage teachers to teach higher order
  thinking, problem-solving, and reasoning skills
  rather than rote skills and knowledge.

6
History of Criterion-Referenced Assessment Models

• In response to these pressures to improve tests
• LEAs, testing companies, and projects (e.g., New
  Standards Project) incorporated performance
  assessments into testing programs
• Performance assessments" included
• Short-answer items similar to multiple-choice
  items
• Carefully scaffolded, multi-step tasks with
  several short-answer items (e.g., Yen, 1993)
• Open-ended performance tasks (California, 1990
  OSPI, 1997).

7
History of Criterion-Referenced Assessment Models

• Still, writers criticized these efforts
• Tasks are contrived and artificial (see, for
  example, Wiggins, 1992)
• Teachers complain that standardized tests dont
  assess what is taught in the classroom
• Shepard (2000) indicated that the promises of
  high quality performance-based assessments have
  not been realized.
• Authentic tasks are costly to implement,
  time-consuming, and difficulty to evaluate
• Less expensive performance assessment options are
  less authentic

8
Impact of National Curriculum Standards

• Knowledge is expanding rapidly
• Education must shift away from knowledge
  dissemination
• Students must learn how to
• Gather information
• Comprehend, analyze, interpret information
• Evaluate the credibility of information
• Synthesize information from different sources
• Develop new knowledge

9
Early Attempts to Use Portfolios for State
Assessment

• Three states attempted to use collections of
  classroom work for state assessment
• California (Kirst Mazzeo, 1996 Palmquist,
  1994)
• Kentucky (Kentucky State Department of Education,
  1996)
• Vermont (Fontana, 1995 Forseth, 1992 Hewitt,
  1993 Vermont State Department of Education,
  1993, 1994a, 1994b).

10
Early Attempts to Use Portfolios for State
Assessment

• Initial efforts were fraught with problems
• Inconsistency of raters when applying scoring
  criteria (Koretz, Stecher, Deibert, 1992b
  Koretz, Stecher, Klein, McCaffrey, 1994a),
• Lack of teacher preparation in high quality
  assessment development (Gearhart Wolf, 1996),
• Inconsistencies in the focus, number, and types
  of evidence included in portfolios (Gearhart
  Wolf, 1996 Koretz, et al 1992b), and
• Costs and logistics associated with processing
  portfolios (Kirst Mazzeo, 1996).

11
Research on Large Scale Portfolio Assessment

• Research on impact of portfolios showed mixed
  results
• Teachers and administrators have generally
  positive attitudes about use of portfolios
  (Klein, Stecher, Koretz, 1995 Koretz, et al
  1992a Koretz, et al 1994a)
• Positive effects on instruction (Stecher,
  Hamilton, 1994)
• Teachers develop a better understanding of
  mathematical problem-solving (Stecher Mitchell,
  1995)
• Too much time spent on the assessment process
  (Stecher, Hamilton, 1994 Koretz et al, 1994a)
• Teachers work too hard to ensure that portfolios
  "look good" (Callahan, 1997).

12
Advantages to using classroom evidence in
large-scale assessment program

• Evidence that teachers are preparing students to
  meet curriculum and performance standards
  (opportunity to learn),
• Broader evidence about student achievement
• Opportunity to assess knowledge and skills
  difficult to assess via standardized tests (e.g.,
  speaking and presenting, report writing,
  scientific inquiry processes)
• Opportunity to include work that more closely
  represents the real contexts in which knowledge
  and skill are applied

13
Opportunity to Learn

• Little evidence is available about whether
  teachers are actually teaching to curriculum
  standards.
• Claims about positive impacts of new assessments
  on instructional practices are largely anecdotal
  or based on teacher self-report
• Legal challenges to tests for graduation,
  placement, and promotion demand evidence that
  students have had the opportunity to learn tested
  curriculum (Debra P. v. Turlington, 1979).
• There is no efficient method to assess students
  opportunity to learn the valued concepts and
  skills
• Collections of classroom work provide a window
  into the educational experiences of students
• Collections of classroom work provide window into
  the educational practices of teachers
• Collections of classroom work could help
  administrators evaluate the effectiveness of
  in-service teacher development programs
• Classroom assessments could be used in court
  cases to provide evidence of individual students
  opportunity to learn

14
Broader Evidence of Student Learning

• Some students function well in the classroom but
  do not perform well on tests.
• Stereotype threat" research - fear of negative
  stereotype can lead minority students and girls
  to perform less well than they should on
  standardized tests (Aronson, Lustin, Good,
  Keough, Steele, Brown, 1999 Steele, 1999 Steele
  Aronson, 2000).
• Students may have cultural values or language
  development issues that inhibit performance on
  timed, standardized tests
• These factors threaten the validity of
  large-scale test scores.
• Classroom work can be more sensitive to students
  cultural and linguistic backgrounds
• Collections of classroom work can be more
  reliable than standardized test scores

15
Including Standards that are Difficult Measure on
Tests

• Some desirable curriculum standards are too
  unwieldy to measure on large-scale tests (e.g.,
  scientific inquiry, research reports, oral
  presentations)
• Historically, standardized tests measure complex
  work by testing knowledge of how to conduct the
  work. Examples
• Knowing where to locate sources for reports
• Knowing how to use tables of contents,
  bibliographies, card catalogues, and indexes
• Identifying control or experimental variables in
  a science experiment
• knowing appropriate strategies for oral
  presentation
• Knowing appropriate ways to use visual aids
• Critics often note that knowing what to do
  doesn't necessarily mean one is able to do.

16
Authenticity

• Frederickson (1984) question of authenticity in
  assessment due to misrepresentation of domains by
  standardized tests.
• Wiggins (1989) claimed that in every discipline
  there are tasks that are authentic to the given
  discipline.
• Frederickson (1998) stated that authentic
  achievement is
• significant intellectual accomplishment that
  results in the construction of knowledge through
  disciplined inquiry to produce discourse,
  products, or performances that have meaning or
  value beyond success in school. (p. 19, italics
  added).
• Examples of performances
• Policy analysis
• Historical narrative and evaluation of historical
  artifacts
• Geographic analysis of human movement
• Political debate
• Story and poetry writing
• Literary analysis/critique
• Mathematical modeling
• Investment or business analyses
• Geometric design and animation
• Written report of a scientific investigations
• Evaluation of the health of an ecosystem

17
Authenticity

• Some measurement specialists question the use of
  the terms authentic and direct measurement
• All assessments are indirect measures from which
  we make inferences about other, related
  performances (Terwilliger, 1997))
• However
• Validity is related to the degree of inference
  necessary from scores on a standardized tests to
  valued work
• Authentic classroom work requires less inference
  than multiple choice test scores

18
Challenges with Inclusion of Classroom Work in
Large Scale Programs

• Limited teacher preparation in classroom-based
  assessment (which can limit the quality of
  classroom-based evidence),
• Selections of evidence (which can limit
  comparisons across students),
• Reliability of raters (which can limit the
  believability of scores given to student work)
• Construct irrelevant variance (which can limit
  the validity of scores)

19
Solving Teacher Preparation Issues

• Teachers must be taught how to
• Select, modify, and develop assessments
• Score (evaluate) student work
• Write scoring (marking) rules for assessments
  that align to standards
• Significant, ongoing professional development in
  assessment is essential.
• Teachers need to re-examine
• Important knowledge and skills within each
  discipline
• How to teach so that students are more
  independent learners

20
Selection of Evidence

• "For which knowledge, concepts, and skills do we
  need classroom-based evidence?"
• Koretz, et al (1992b) claimed that, when teachers
  are free to select evidence, there is too much
  diversity in tasks
• Diversity may cause low inter-judge agreement
  among raters of the portfolios.
• Koretz and his colleagues recommended placing
  some restrictions on the types of tasks
  considered acceptable for portfolios.
• Teachers need guidance in terms of what
  constitutes appropriate types of evidence.

21
Improving Selections of Evidence

• Provide guidelines for what constitutes an
  effective collection of evidence
• Provide models for the types of assignments
  (performances) that will demonstrate the
  standards.
• Provide blueprints for tests that can assess that
  EALRs assessed by WASL
• Provide guides for writing test questions and
  scoring rubrics
• Provide guides for writing directions and scoring
  rubrics for assignments (performances)

22
Guidelines for Collections Include

• Lists of important work samples to collect (e.g.,
  research reports, mathematics problems)
• Number and types of evidence for each category
• Outline of steps in performances and work samples
• Tools for assessment of students performances
  and work samples

23
Example Lists of Number and Types of Work Samples
to Collect

• Writing Performances
• At least 2 different writing purposes
• At least 3 different audiences
• Some examples from courses other than English
• Science Investigations
• At least 3 investigations (physical, earth/space,
  life)
• Observational assessments of hands-on work
• Lab books
• Summary research reports

24
Develop Benchmark Performance Assessments

• Benchmark performances are performances that
• Have value in their own right
• Are complex and interdisciplinary
• Students expected to do by the end of some
  defined period of time (e.g., the end of middle
  school).
• Performance may require
• Application of knowledge, concepts and skills
  across subject disciplines (e.g., survey
  research)
• Authentic work within one subject discipline
  (e.g., scientific investigations, expository
  writing)

25
Example Description of a Benchmark Performance in
Reading

• By the end of middle school, students will select
  one important character from a novel, short
  story, or play and write a multi-paragraph essay
  describing a character, how the character's
  personality, actions, choices, and relationships
  influence the outcome of the story, and how the
  character was affected by the events in the
  story. Each paragraph will have a central thought
  that is unified into a greater whole supported by
  factual material (direct quotations and examples
  from the text) as well as commentary to explain
  the relationship between the factual material and
  the student's ideas.

26
Example Description of a Benchmark Performance in
Mathematics

• By the end of high school, students will
  investigate and report on a topic of personal
  interest by collecting data for a research
  question of personal interest. Students will
  construct a questionnaire and obtain a sample a
  relevant population. In the report, students will
  report the results in a variety of appropriate
  forms (including pictographs, circle graphs, bar
  graphs, histograms, line graphs, and/or stem and
  leaf plots and incorporating the use of
  technology), analyze and interpret the data using
  statistical measures (central tendency,
  variability, and range) as appropriate, describe
  the results, make predictions, and discuss the
  limitations of their data collection methods.
  Graphics will be clearly labeled (including name
  of data, units of measurement and appropriate
  scale) and informatively titled. References to
  data in reports will include units of
  measurement. Sources will be documented.

27
Example of the Process of Developing Benchmark
Performances

• Select work that would be familiar or meaningful
• Purchasing decision
• Describe the performance in some detail
• A person plans to buy a ___ on credit. The
  person figures out how much s/he can spend
  (down-payment and monthly payments), does
  research on the different types of ___, reads
  consumer reports or product reviews, compares
  costs and qualities, and makes a final selection.
  The person then locates the chosen product and
  purchases it or finances the purchase.

28
Example of the Process (continued)

• Define the steps adults take to complete the
  performance
• A person plans to buy a ___ on credit for ____
  purpose.
• The person figures out how much s/he can spend
• Determines money available for down-payment
• Compares income and monthly expenses to determine
  cash available for monthly payment
• Does research on the different types of ___
  including costs and finance options.
• Reads consumer reports or product reviews
• Compares costs, qualities, and finance options
• Makes a final selection.
• Locates the chosen product and finances the
  purchase.

29
Example of the Process (continued)

• Create grade level appropriate steps
• The student plans to buy a ___ on credit for
  _____ purpose.
• The student
• Figures out how much s/he can spend
• Determines money available for down-payment
• Compares income and monthly expenses to determine
  cash available for monthly payment
• Does research on the at least 3 types of ______
• Determines costs and finance options.
• Reads consumer reports or product reviews
• Compares costs, qualities, and finance options
• Makes a final selection that is optimal for cost,
  quality and finance options within budget.

30
Example of the Process (continued)

• Identify the EALRs demonstrated at each step
• The student plans to buy a ___ on credit for
  _____ purpose.
• The student
• Figures out how much s/he can spend (EALR 4.1)
• Determines money available for down-payment (EALR
  4.1)
• Compares income and monthly expenses to determine
  cash available for monthly payment (EALR 3.1)
• Does research on the at least 3 types of ______
  (EALR 4.1)
• Determines costs and finance options (EALR 1.5.4)
• Reads consumer reports or product reviews (EALR
  4.1)
• Compares costs, qualities, and finance options
  (EALR 3.1)
• Makes a final selection that is optimal for cost,
  quality and finance options within budget (EALR
  2.1-2.3)

31
Example of the Process (continued)

• Modify the steps as needed to ensure
  demonstration of the EALRs
• The student plans to buy a ___ on credit for
  _____ purpose.
• The student
• Figures out how much s/he can spend (EALR 4.1)
• Determines money available for down-payment (EALR
  4.1)
• Compares income and monthly expenses to determine
  cash available for monthly payment (EALR 3.1)
• Does research on the at least 3 types of ____
  (EALR 4.1)
• Determines costs and finance options (EALR 1.5.4)
• Reads consumer reports or product reviews (EALR
  4.1)
• Creates a table to show comparison of costs,
  qualities, and finance options (EALR 3.1)
• Makes a final selection and explains how it is
  optimal for cost, quality and finance options
  within budget (EALR 2.1-2.3)

32
Possible Authentic Performances in Mathematics

• Survey Research
• Community issue
• School issue
• Return on investment (costs and sales)
• Purchasing decisions
• Graphic designs
• Animation
• Social science analyses
• Sources of GDP
• Major categories of federal budget
• Casualties during war

33
Possible Authentic Performances in Reading

• Literary analyses
• Comparisons across different works by the same
  author
• Comparisons across works by different authors on
  same theme
• Analysis of theme, character, plot development
• Reading journals
• Research reports
• Summary of information on a topic from multiple
  sources
• Investigation of a social or natural science
  research question using multiple sources
• Position paper based on information from multiple
  sources

34
Providing example blueprint for tests that can
assess the standards
35
Example blueprint for tests that can assess
standards
36
Solving Score Reliability Issues

• Train expert teachers to evaluate diverse
  collections of evidence
• Expert teachers evaluate the collection of work
  to determine whether it meets standards

37
Construct Irrelevant Variance

• Factors that are unrelated to targeted knowledge
  and skills that affect validity of performance
• Teachers provide too much help
• Teachers provide differential types of help
• Students get help from parents
• Directions for assignments are not clear
• Students are taught the content but not how to do
  the type of performance

38
Solving Construct Irrelevant Variance Problems

• Provide guidelines for what constitutes valid
  evidence
• Provide model performance assessments or
  benchmark performance descriptions
• Provide professional development on appropriate
  levels of help
• Provide professional development on the EALRs and
  GLEs
• Provide professional development on how to teach
  to authentic work

39
Conclusion

• Collections of evidence CAN be used to measure
  valued knowledge and skills
• Collection of Evidence (COE) guidelines for
  Washington State
• Incorporate many of the characteristics that will
  ensure more valid student scores
• Will continue to improve as more examples are
  provided
• Scoring of collections
• Will involve use of the same rigor in scoring as
  on WASL items
• Will provide reliable student level scores