Tuesday, July 19, 2016

Classroom Assessment Chapter 5

     To help us work towards our school goal of improving our understanding and practice of assessment, my principal has provided our staff with a copy of Classroom Assessment for Student Learning: Doing it Right - Using it Wellby Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.

Classroom Assessment for Student Learning Cover. (Accessed 2016). Uploaded to Amazon; Pearson Education. Available online at: https://www.amazon.ca/Classroom-Assessment-Student-Learning-Doing/dp/0132685884

Chapter 5 - Selected Response Assessment

* see Chapter 4 for the most appropriate times to use selected response assessments

* before you begin, use the assessment development cycle and make a blueprint (Ch. 4)

Assessment Development Cycle Cont.

5 ) Develop or Select Items, Exercises, Tasks, & Scoring Procedures
a ) Identify content to include
     - use your professional judgement
b ) writing propositions
     - facts/concepts students will be held accountable for learning
     *seems to be the learning targets rewritten in student language
c ) choosing item types
Classroom assessment for student learning
Chappius, et al. (2012). Figure 5.4 Comparison of Selected Response Item Types. Classroom Assessment for Student Learning, pg 133.
d ) writing items
     - take propositions from step "b" and change slightly based on item type to create questions
     - multiple choice: keep first part of proposition as a question and use the other part as the correct answer, 
     fill with plausible answers
     - matching: separate into parts like for multiple choice but use multiple propositions
     - true/false: rewrite proposition but make 1 part false
     - fill-in-the-blank: leave out the part of the proposition that defines the concept
e ) general guidelines
     - aim for the lowest possible reading level
     - ask a full question in the stem
     - eliminate grammatical cues (asking for plural, using "an", etc)

6 ) Review and Critique the Overall Assessment for Quality Before Use
a) determine testing time
     - can it be completed and reviewed in the time given
b ) review for quality
     - does it match the blueprint
     - can proper propositions be created from the questions
     * there is a great Quality Checklist on page 146

7 ) Conduct and Score the Assessment

8 ) Revise as Needed

How to Use Selected Response as Formative Assessment

* follows 7 strategies of formative assessment from Chapter 2 

1 ) Provide students with a clear & understandable vision of the learning target
- student friendly language
- have students write propositions

2 ) Use examples of strong and weak work
- students identify wrong multiple choice answers and explain why

3 ) Offer regular descriptive feedback
- use distractors to intentionally frame corrective feedback

4 ) Teacher students to self-assess and set goals
- students can use the blueprint to gauge their understanding

5 ) Design lessons to focus on one target at a time
- students can use propositions to generate items

6 ) Teach student focused revision
- students answer, "how can I make this better"

7 ) Engage students in self-reflection and let them keep track and share their learning
* there are good "reviewing results" tables to use with students on pages 152 & 154


How often do you use selected response questions in your assessment tasks?

Please leave your thoughts below :)

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