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D184 Standards Based Assessment 2024 Study Guide

D184 Standards Based Assessment 2024 Study Guide

D184: Standards-Based Assessment Study Guide for the Objective Assessment (OA)

- The Objective Assessment will assess the first three competencies for _this course, covering material within Unit 1 through Unit 3.

• Unit 4, which covers the fourth competency, will be assessed through_ the Performance Assessment.

Unit 1 – Identifying What to Assess Introduction Module 1: Standards-Based Grading

1. How would you describe standards-based grading systems?

A standard of grading that tracks student progress towards and achievement of learning targets that are derived from educational standards; grades reflect student mastery of the learning targets and are measured on proficiency scales.

2. How do you differentiate between standards-based grading systems and other commonly used grading systems?

Standards: - Scores are reflected on proficiency scales

• Grades reflect student mastery of a learning target. -Teachers tailor instruction based on student achievement

Traditional is based off of % and nonacademic factors

4. How can focus statements and measurement topics be used to design assessments?

 Clarifying Assessment Objectives:

• Focus statements provide a clear understanding of the overarching goals or objectives of a curriculum unit or instructional sequence.
• Measurement topics break down these goals into specific, measurable components, outlining the knowledge, skills, or behaviors that students are expected to demonstrate.

 Aligning Assessments with Learning Goals:

• Assessment design should directly align with the focus statements and measurement topics to ensure that assessments accurately measure student progress toward meeting the learning objectives.
• Each assessment task or question should correspond to one or more measurement topics, ensuring comprehensive coverage of the intended learning outcomes.

 Developing Assessment Tasks:

• Focus statements guide the selection of assessment formats and tasks that align with the overall goals of the curriculum unit.
• Measurement topics inform the development of specific assessment tasks and questions that target the identified knowledge, skills, and behaviors.

 Creating Rubrics and Scoring Guides:

• Rubrics and scoring guides are developed based on the measurement topics to provide clear criteria for evaluating student performance.
• Each criterion in the rubric should correspond to one or more measurement topics, providing a structured framework for assessing student work.

 Ensuring Validity and Reliability:

• By aligning assessments with focus statements and measurement topics, educators ensure that assessments are valid, meaning they accurately measure the intended learning outcomes.
• Consistent alignment also enhances the reliability of assessments, ensuring that they yield consistent results over time and across different contexts.

 Differentiating Assessment Tasks:

• Measurement topics can be used to differentiate assessment tasks to meet the needs of diverse learners.
• Educators can design multiple assessment tasks targeting the same measurement topic but varying in complexity or format to accommodate different learning styles and abilities.

 Monitoring Student Progress:

5. How do you write focus statements based on academic standards? Provide an example. Writing focus statements based on academic standards involves distilling the key concepts, skills, and expectations outlined in the standards into clear and concise statements that articulate the overarching goals or objectives of a curriculum unit or instructional sequence
6. How do you classify focus statements as procedural or declarative knowledge? Provide an example for each knowledge type.

Declarative: What students understand Procedural: What they can do

Unit 2 – Creating and Scoring Standards-Based Assessments Module 3: Proficiency Scales and Parallel Assessments

1. What is the purpose of proficiency scales in an assessment system?

Measure student progress towards standard mastery. Usually a 4pt scale 4=advanced ( in depth application) 3=proficient ( understands target) 2=developing ( partial success) 1=beginning ( with help)

2. How do you design proficiency scales for declarative and procedural knowledge within a measurement topic? Designing proficiency scales for declarative and procedural knowledge within a measurement topic involves creating a framework that describes the progression of student learning from novice to expert levels of proficiency.
3. What is the purpose of parallel assessments?

Multiple assessments given to the same students over time. Measures and records leaning over time to identify growth or gaps. Eliminates error.

Module 4: Using Proficiency Scales to Develop and Score Assessments

1. What process could you follow to create an assessment blueprint that corresponds with the complexity levels of a proficiency scale?
2. Review Proficiency Scale and Learning Objectives: o Begin by reviewing the proficiency scale and the learning objectives associated with the measurement topic or content area. Understand the progression of complexity from novice to advanced levels of proficiency.
3. Identify Assessment Types and Formats:

Reflection Space for additional notes from the module’s learning checks

o Determine the types and formats of assessments that will be used to measure student learning. Common assessment types include multiple-choice questions, short answer responses, essays, performance tasks, projects, and presentations.

3. Map Proficiency Levels to Assessment Tasks: o Map each proficiency level from the proficiency scale to corresponding assessment tasks and activities. Consider how each task will allow students to demonstrate their understanding and skills at different levels of proficiency.
4. Determine Weighting and Balance: o Decide on the weighting and balance of assessment tasks across the proficiency levels. Ensure that the assessment blueprint includes a mix of tasks that assess both declarative and procedural knowledge at various levels of complexity.
5. Align with Standards and Objectives: o Ensure that the assessment blueprint aligns with the academic standards, learning objectives, and specific content areas covered in the curriculum. Each assessment task should target key concepts and skills outlined in the proficiency scale.
6. Consider Cognitive Complexity: o Consider the cognitive complexity of the assessment tasks at each proficiency level. Tasks should be appropriately challenging for students at each level of proficiency, with increasing complexity as students progress from novice to advanced levels.
7. Provide Clear Instructions and Criteria: o Provide clear instructions and criteria for each assessment task, including expectations for completion and criteria for evaluation. Ensure that students understand what is required of them and how their performance will be assessed.
8. Include Opportunities for Differentiation: o Include opportunities for differentiation within the assessment blueprint to accommodate the diverse needs and abilities of students. Offer alternative tasks or extensions for students who require additional challenge or support.
9. Review and Refine the Blueprint: o Review the assessment blueprint to ensure that it effectively measures student learning across the proficiency levels. Revise as needed to address any gaps or inconsistencies and to improve the overall alignment and validity of the assessment plan.
10. Pilot and Evaluate:

• Pilot the assessment blueprint with a small group of students to gather feedback and evaluate its effectiveness. Make adjustments based on student performance and feedback from teachers and stakeholders.

11. Implement and Monitor:
12. How can you use proficiency scales to design assessments? Proficiency scales serve as valuable tools for designing assessments that accurately measure student learning and growth across various levels of proficiency.

Reflection Space after completing the Unit 3 quiz