Transcript Identifying Performance Measures



This video is the third in a series of five videos created to support the
understanding of SLOs. The Identifying Performance Measures video
will outline the following…
• Creating or selecting assessments that measure standards being
taught
• Determining if assessments are to measure student growth,
mastery or both
• Principles of well-developed measures
• Considerations necessary in the selection or creation of
assessments that will serve as your Performance Measures
The documents that support this video are located on the WPAIUCC
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SLO Moodle.
Check all the
types of
Performance
Measures
you are
using
Educators can
determine how
many of these
assessments are
needed
x
Algebra CDT
District Quarterly Exams
State Diagnostic Assessments
3

Purpose of Chosen Assessment
o Who/What and Why
o Explain the reason the assessments were identified

Choosing a Metric
o Mastery – this is a set achievement level
o Growth – improvement in performance over time
o Growth and Mastery – using one assessment for both
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Select one
of the
three
metric
choices
Address the who,
what, and why of
each assessment
used
PURPOSE:
METRIC:
The CDT gives me a pre-assessment of where to
start with students and a chance to determine if
they are making progress
The CDT will be used to Measure
Growth (check Growth)
District Quarterly Exams allow me to determine if
students are mastering the content each nine
weeks.
The District Quarterly Exams will be
used for Mastery. (check Mastery)
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These
should be
specific to
those
needed to
implement
this SLO
Quarterly,
semester,
or endcourse
Sept and Jan
End of ea. 9 wks.
The CDT will be given twice
and the District Exam is given
each nine weeks
x
As written in the
IEP
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List the items
needed to
implement
each
assessment
unique to this
SLO
Computer Lab
N/A
List the title of
the scoring
keys, rubrics, or
other items
needed to
score the
assessments
here
DRC does it for us
District Answer Key
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Now that we have reviewed the completion of the template, you
might want to consider the following:
• Do my assessments test what I think they do?
• Do I have enough assessment items for each standard?
• Are my assessment items rigorous enough?
• If the assessment is teacher created, were strong test development
protocols used?
The next section of the video walks you through a process for
consideration.
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Principles of Well-Designed Measures
•
•
•
•
Be built to achieve the designed purpose
Produce results that are used for the intended purpose
Align to targeted content standards
Contain a balance between depth and breadth of
targeted content
• Be standardized, rigorous, and fair
• Be sensitive to testing time and objectivity
• Be valid and reliable
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
Think about everything that is available to you…
o Teacher made
o Vendor made

Identify the assessment type…
o Project or Portfolio with a Rubric for evaluation?
o Standardized Assessment?
o District or Teacher Created Exams?

Identify what each assessment measures…
o Does the assessment measure the targeted standards?
o How many of the questions align to the standards targeted in the SLO?
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
When you think you’ve narrowed it down to a few
assessments, you may wish to develop an assessment blue
print.
o Are you sure your assessments are rigorous?
o Are you certain your questions are not all recall items?

Use the Developing a Test-Blueprint Chart and Guidelines
o At least three items per standard being assessed
o Reading level of the assessment should be considered
o Variety of Item types
o Balance of DOK levels being assessed
o Points value of the assessment between 25-50 items, depending on
age
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If you need more information regarding SLOs, please contact your
IU representative listed below.
IU 1: Jenny Lent and JoBeth McKee
IU 3: Paul Cindric
IU 4: Cathleen Cubelic and Anthony Conti
IU 5: Kirk Shimshock, Linda Lorei, and Jim Gallagher
IU 7: Natalie Smith
IU 27: Lori Ceremuga, Marsha Hughes and Cristine Wagner-Deitch
IU 28: Lynne Snyder
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