Transcript Research consistently shows that regular, high

GLCE and YOU!
Focus on Assessment
January 12 and 13, 2005
Assessment Crisis
Assessment
for
Assessment
of
Learning
Learning
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Crucial Distinction
Assessment OF Learning:
How much have students learned as
of a particular point in time?
Assessment FOR Learning:
How can we use assessment to help
students learn more?
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Key Questions
Are our current approaches to assessment
 improving student learning?
 helping teachers improve their craft?
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A comparative view
Assessment
Focus:
OF Learning
State standards/GLCE
FOR Learning
Achievement targets
that underpin
standards/GLCE
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Assessment FOR learning
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Provides timely information that helps
teachers teach and students learn
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Is currently the weak link in our quest for
continuous improvement and our effort to
“leave no child behind”
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When Assessing for learning:
Teachers…
 understand and articulate achievement targets before
teaching.
 inform students of targets in student friendly terms.
 create assessments that accurately reflect student
achievement.
 use assessments positively to build student confidence
in themselves as learners
 provide frequent, descriptive feedback to students to
help them improve.
 continuously adjust instruction based on classroom
assessment results.
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What we really need to do…
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Plan carefully for assessment use.
Understand what information we need from
assessment.
Determine if an assessment can provide the
information required for the intended
purpose.
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Research demonstrates clearly…
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Strengthening formative assessment
practice results in significant,
substantial learning gains.
Improved formative assessment helps
the lowest achievers most.
The common feature of studies showing
large effect sizes
accurate, high
quality formative assessments.
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Black & William Questions:
1. Does better formative assessment
lead to higher test scores?
2. Does formative assessment
need improving?
3. If so, what improvement is needed?
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What They Found
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Yes - better formative
assessment did lead to higher test scores.
Yes – the development and use of
formative assessments greatly need
improvement.
Accuracy, descriptive feedback, student
involvement are areas most in need of
improvement.
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Research - Effects of Major Initiatives
Study
Black and Wiliam (1998)
Bloom (1984)
S.D. Gains
.5 to 1.0**
1.0 to 2.0 *
Meisels, et al. (2003)
Rodriguez (2004)
.7 to 1.5
.5 to 1.8**
** Largest gains for low achievers
* Rivals one-on-one tutorial instruction
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Assessment
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1.0 Standard Deviation equals:
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30+ Percentile Points On ITBS (middle of
score range)
3-4 Grade Equivalents
100 SAT Score Points
5-6 ACT Score Points
U.S. TIMMS Rank From 23rd to Top 5
Potential Elimination of Score Gaps
Unprecedented Achievement Gains
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Largest effects when teachers…
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increased the accuracy of formative
assessments
enhanced the quality of formative
assessments
increased descriptive feedback
increased student involvement
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Think-Pair-Share
Think of a time when you’ve used formative
assessment really well in your classroom.
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How did this effect your teaching?
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How did this impact student learning?
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Standards Of Assessment Quality
Standard 1
Assess what? Are targets clear
and appropriate?
Standard 2
Why assess?
Are users and uses clear?
Standard 3
Assess how? Is the
assessment method
appropriate?
Standard 4
How much evidence? Is achievement
adequately sampled?
Standard 5
Assess accurately? Has bias been
minimized?
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Standard 1: Clear and Appropriate
Learning Targets

What’s the Target?
A learning target is any achievement
expectation we hold for students. It’s a
statement of what we want the students to
know and be able to do.
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Kinds of Achievement Targets
Master Factual and Procedural Knowledge
Some to be learned outright
Some to be retrieved using reference materials
Use Knowledge to Reason and Solve Problems
Analytical or comparative reasoning
Synthesizing
Classifying
Induction and deduction
Critical/evaluative thinking
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Kinds of Achievement Targets, cont.
Demonstrate Mastery of Specific Skills
Speaking a second language
Giving an oral presentation
Working effectively on a team
Science process skills
Create Quality Products
Writing samples
Artistic products
Research reports
Shop projects
Science exhibits
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Kinds of Achievement Targets, cont.
Acquire Positive Affect/Dispositions
Positive self-concept
Desire to learn/read/think critically
Positive attitude toward school
Good citizenship
Respect toward self and others
Flexibility
Perseverance
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Standard 1:
Clear and Appropriate Learning Targets
Is This a Target?
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Senior project
Bird feeder
Use a band saw safely
State report
Diorama
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Standard 1:
Clear and Appropriate Learning Targets
A Mathematics Example
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Math
Decimals
Page 152 in the book
Going on a “decimal hunt”
Read decimals and put them in order
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What’s the Target?
Examples of learning targets taken from a 4th grade social studies text:
Knowledge Targets (recall)
• Name at least two regions of which Washington is a part.
• Tell at least one way that location has affected Washington's history.
• Name five main parts of Washington State and describe key land and water forms
of each.
• Define the term natural resources and give examples of those found in Washington.
Examples of key words: tell, understand, name, describe, list, identify, give
examples.
Knowledge Targets (procedural)
• How to use map scales to measure distance• How to use latitude and longitude to locate places on a map or globe.
Examples of key words: how to (followed by some procedure).
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What’s the Target? continued…
Examples of learning targets taken from a 4th grade social studies text
Reasoning Target
Give examples of differences between coastal and plateau cultures and relate these
to differences in the natural environment.
Examples of key words: classify, compare, contrast, analyze, synthesize,
determine, evaluate, justify, construct support, draw conclusions.
Skill Target
Use map scales to measure distance.
Examples of key words: read, speak, assemble, operate, use, demonstrate.
Product Target
Make a relief map of any region of the whole state, or make maps of products,
points of interest, or land uses.
Examples of key words: create, design, make, produce, write, draw.
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Standard 1 –
Features of Clear & Appropriate Student Learning Targets
Fast-Tracked
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Targets are stated, selective, and
easy to find
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Targets are important – worth the
assessment time devoted to them.
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Targets are related clearly to
district/state standards/outcomes.
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There is an effort to define targets:
examples of student work,
references to definitions,
references to performance criteria,
and/or a table of specifications; it
is clear that the author understands
that such references help users
define the targets.
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The targets are clear enough that
educators would more or less
interpret them the same.
Target descriptions and definitions
reflect an understanding of best
thinking in the field.
There is an appropriate mix of
targets and/or there is evidence of
long-term thinking – how the
targets in the current assessment
fit with the plan for the year.
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Standard 1 –
Features of Clear & Appropriate Student Learning Targets
On Track, But Needs Work
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Targets are listed, but they might be
stated differently in different places,
scattered, or require some work to find.
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Some of the targets are essential, but
there also seems to be some dead wood
that might profitably be cut; some targets
seem to have been chosen because they
were easy to assess.
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Targets seem to be retrofitted to an
already existing test; as a result, one might
feel somewhat dissatisfied that the
assessment is not as well thought out,
comprehensive, or as focused as it might
have been had the targets been identified
first.
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Although targets are stated, there is some
question as to their meaning-different
educators might define the targets
differently
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At first glance there appears to be
a connection between stated
targets and local content standards,
but on closer examination the
connection is not clear.
Although the author provides local
content standards, rubrics, etc., it is
not clear that he or she knows that
these help users understand the
nature of the targets being
assessed.
Rubrics only partially help define
the targets.
Some of the targets represent the
best thinking in the field; others do
not.
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Standard 1 –
Features of Clear & Appropriate Student Learning Targets
Side-Tracked
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Stated targets are broad, general
and vague; there is little attempt at
clarification
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No targets are stated.
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There is little focus; everything is
listed.
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Statements of targets ramble; the
author lists one and later seems to
list others; targets have to be
inferred from the assessment itself.
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Targets are stated, but seem trivial;
why spend time assessing this?
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The description of targets doesn’t
reflect an understanding of best
thinking in the field.
There is a poor mix of targets; the
author might, for example, have
chosen only the easiest targets to
asses; or, there is little evidence of
long-term thinking how the targets
in the current assessment fit into
the overall plan for the year.
There is no connection made to
district and state standards or
outcomes.
Targets and tasks are mixed up.
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Standard 2:
Clear and Appropriate Users and Uses
Who will use assessment results and for
what purpose?
 Classroom- students, teachers, parents
 Instructional Support - curriculum specialists,
principals, counselors
 Policy – superintendent, school board, state
department of education, legislators, taxpayers
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Assessment
User
Assessment for
Learning
Assessment of Learning
Students
Am I improving over time?
Do I know what it means to succeed?
What should I do next?
What help do I need?
Am I succeeding at the level that I should be?
Am I capable of success?
How am I doing in relationship to my classmates?
Is the learning worth the effort?
Teachers
What does this student need?
What do these students need?
What are student strengths to build on?
How should I group my students?
Am I going too fast? Too slow? Too far?
Not far enough?
What grade do I put on the report card?
What students need to be referred for special
service?
What will I tell parents?
Parents
What can we do at home to support
learning?
Is my child learning new things?
Is my child keeping up?
Is this teacher doing a good job?
Is this a good school? District?
Principal
Is instruction producing results?
Are our students ready for the workplace or the next
step in learning?
How shall we allocate building resources to achieve
success?
Superintendent
Are our programs of instruction producing desired
results?
Is each building producing results?
Which schools need additional resources?
How shall we allocate district resources to achieve
success?
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Think-Pair-Share
Think of a time when you’ve used formative
assessment data effectively.
 What did you do that made your use of the
data effective?
 How did this effect your teaching?
 How did this impact student learning?
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Standard 2:
Clear and Appropriate Users and Uses
Fast-Tracked
 It is clear who the intended users & uses are
 Users and uses are appropriate and focused.
 There are statements relating assessment
design to users and uses.
 It is clear how the assessment can be used to
inform instruction.
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Standard 2:
Clear and Appropriate Users and Uses
On Track, But Needs Work
 Author has considered several users/uses, but does not
clearly determine how assessment design should differ
for these audiences.
 Users and uses are implied but not clearly stated..
 Implications for instructional decision making are there,
but must be inferred.
 Users and uses are stated, but there is a question of
appropriateness.
 Users and uses are stated, but the author doesn’t seem to
understand the importance of stating them.
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Standard 2:
Clear and Appropriate Users and Uses
Side-Tracked
 There are too many users and uses; cannot satisfy all
stated purposes in single assessment.
 No purposes are stated; it is not clear why
assessment is being given.
 The stated purpose doesn’t match the assessment.
 The only purpose, ever, is grading.
 The author doesn’t appear to be aware that
assessments should be designed with users and uses
in mind.
 It is not clear how results would inform future
instruction.
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Standard 3: Target-Method-Match
Determining most efficient and effective
way to assess targets:
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Identify critical targets
Meet purpose of instruction
Review possible methods
Identify rationale for methods selected
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Possible Assessment Methods
Selected Response/Short Answer
○ Multiple Choice
○ True/False
○ Matching
○ Fill in the blank
○ Label a diagram
○ Sentence
Essay Assessments – extended written response
Performance Assessments
○ Demonstrating skills
○ Developing a product
Personal Oral Communication
○ Question and Answer
○Conferences
○ Interviews
○ Oral Examinations
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Target-Method Match Activity
Selected
Response
Performance
Personal
& Short
Assessment Communication
Essay
Answer
Knowledge
Reasoning
Skills
Products
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Standard 3 –
Features of Target-Method Match
Fast-Tracked
 The assessment method matches purpose and target.
 There’s a reasonable rationale for the method used.
 An assessment outline clearly shows how each target is to
be measured and its relative importance.
 There is a balanced and appropriate mix of assessment
methods. The author carefully chose when and how to
use performance assessments; using simpler methods
when possible.
 There is a good match between instructional emphasis on
targets and assessment emphasis on targets.
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Standard 3 –
Features of Target-Method Match
On Track, But Needs Work
 Author has used a variety of assessment methods, but it
is somewhat unclear why.
 Some of the assessment methods could be improved.
 Author overuses performance assessment when a simpler
method might be cleverly applied.
 Target/method matching are not clearly explained and
must be inferred.
 There are some mismatches among targets, instruction
and/or assessment methods.
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Standard 3 –
Features of Target-Method Match
Side-Tracked
 The assessment method is inappropriate for the
learning target.
 Only one type of assessment is used for every target.
 There is no apparent rationale for the assessment
methods used.
 Over-reliance on assessing only the higher-level
skills, without consideration for assessing
prerequisite skills which might require a simpler
assessment method.
 Mismatch between the target being assessed and the
targets emphasized in instruction.
 Many missed opportunities for assessment.
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Standard 4: Sampling - The Basics
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Any assessment is a sample of the possible
items/questions/tasks a teacher could use to
assess a target.
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To determine how much is enough, ask:
“Does my assessment cover all important aspects
of the target and give students enough chance to
show what they know?”
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Standard 4: Sampling - The Basics
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Example 1:
How many landings, in which types of
conditions, would it take for you to certify
a pilot’s competence?
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Example 2:
How many writing samples, of which
types, would it take for you to certify that a
student can write well for different
audiences and purposes?
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Standard 4: Sampling - The Basics
We have sampled enough when…
we are confident we can predict how
student will do on the next item/test/task
based on previous responses to
items/tests/tasks of the same target.
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Standard 4–
Features of Sampling
Fast-Tracked
 The author has defined the target/domain from which
the specific assessment tasks have been sampled.
 The sample of student performance will accomplish the
purpose.
 There are enough samples of student work to get a good
estimate of achievement.
 There are not too many tasks, nor too few.
 The tasks cover the learning target/domain well.
 The sample matches the breadth of the target and/or the
importance of results.
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Standard 4–
Features of Sampling
On Track, But Needs Work
 Author seems to have covered the learning targets/domain
well, but has not made a clear enough description of
domain to know for certain.
 The author has students doing more tasks than necessary
to get a good estimate of achievement.
 There is good coverage of the domain of skills needed to
make a stable estimate of achievement, but assessment
would benefit from a few additional tasks.
 Although sampling might be ok for some uses, the stakes
are such that additional samples would be beneficial.
 Sampling seems acceptable, but is not explicitly addressed
and must be inferred.
 Some outcomes are sampled well, some are not.
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Standard 4–
Features of Sampling
Side-Tracked
 There are not enough tasks to draw the desired
conclusion.
 The tasks do not cover the ground well.
 The author doesn’t seem to be aware that all
assessments sample from a domain and that the
domain must be defined.
 The sample doesn’t match the breadth of the target
nor the importance of the results.
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Standard 5:
Avoid sources of bias and distortion
Bias –
A test or item is said to be biased when a
certain students or groups have an unfair
advantage over others.
DistortionBiased tests or items cause results to
inaccurately reflect student ability.
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Brainstorm potential sources of bias 
Test format/content
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Testing environment
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Student input
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Standard 5:
Avoid sources of bias and distortion
Barriers common to all assessment methods:
Occur within the student:
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Language barriers
Emotional upset
Poor health
Physical handicap
Peer pressure to mislead assessor
Lack of motivation at time of assessment
Lack of understanding how to take tests
Lack of personal confidence leading to evaluation anxiety
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Standard 5:
Avoid sources of bias and distortion
Occur within the assessment context:
 Noise distractions
 Poor lighting
 Discomfort
 Lack of rapport with assessor
 Cultural insensitivity in assessor or assessment
 Lack of proper equipment
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Standard 5:
Avoid sources of bias and distortion
Arise from the assessment itself (regardless of
method):
 Directions lacking or vague
 Poorly worded questions
 Poor reproduction of test questions
 Missing information
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Standard 5:
Avoid sources of bias and distortion
Possible barriers with multiple choice tests:
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Lack of reading skills
More than one correct response
Incorrect scoring key
Incorrect bubbling on answer sheet
Clues to the answer in the item or in other items
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Standard 5:
Avoid sources of bias and distortion
Potential barriers with essay tests:
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Lack of reading skills
Lack of writing ability
No scoring criteria
Inappropriate scoring criteria
Scorer untrained in applying scoring criteria
Biased scoring due to stereotyping of respondent
Lack of time to read/score carefully
Scoring criteria not communicated to students
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Standard 5–
Features Of Avoiding Bias and Distortion
Fast-Tracked
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It is clear what students are to do during the assessment; instructions are
clear.
Tasks match the targets and criteria – complex target, complex task;
simple target, simple task.
Possible sources of bias and distortion are described or acknowledged
and caveats on use are given.
Author has sought out assessments with certain features to minimize bias
and distortion.
Performance criteria are clear, well defined and cover the most salient
features of a performance.
Paper and pencil methods adhere to standards of quality.
Students of equal ability will have equal opportunity to excel regardless
of racial, cultural or gender differences.
Tasks and exercises are feasible, student can complete them successfully.
Reader cannot identify any obvious sources of bias and distortion.
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Standard 5–
Features Of Avoiding Bias and Distortion
On Track, But Needs Work
 Author is aware that bias and distortion can be a problem,
but doesn’t completely address potential problems in the
assessment.
 Although task might have a few vague or confusing features,
they are generally sound and just require some adjustments.
 Although criteria may be a bit vague or confusing, they are
generally sound and just require some adjustments.
 Seems to have covered the learning targets/domain well, but
has not made a clear enough description of domain to know
for certain.
 The assessment might work well for one group of students,
but might need to be reworked for use with other groups.
 Information about bias and distortion is included, but has to
be inferred.
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Standard 5–
Features Of Avoiding Bias and Distortion
Side-Tracked
 Tasks are vague or confusing and it is difficult to see how they might
be fixed.
 Tasks (multiple choice to performance based) do not adhere to
standards of quality.
 It would be hard to do the task successfully.
 Author seems unaware of possible sources of bias & distortion.
 Reader can readily identify several possible sources of bias
distortion.
 Criteria for performance assessments don’t cover important
elements of performance, are vague or confusing, miss the point, or
are missing entirely.
 Tasks and procedures might unfairly cause different groups of
students to do poorly even when skills and knowledge are the same.
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Key Challenges
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Classroom assessment often encourages rote or
superficial learning versus understanding,
Quantity and presentation typically emphasized
over quality.
Collection of marks, grades to meet reporting
requirements often higher priority than ability to
discern student learning needs.
Assessments, typically not common within grades.
Assessments typically not reviewed to determine if
they accurately/adequately assess intended targets.
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High Quality Classroom Assessments
Maximize efficiency because –
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Clear targets set boundaries on content,
reducing amount to be assessed.
Eliminate redundancies across grades, reducing
amount to be assessed.
Help identify most efficient methods of
assessment for target(s) and content.
Efficient sampling minimizes amount of items
to be tested.
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Excellent resources to learn more
or to access tools and activities:
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Stiggins, Richard J., Judith Arter, Jan Chappuis, Stephen
Chappuis. 2004, Classroom Assessment of Student
Learning. Assessment Training Institute, Inc. Portland,
Oregon
Stiggins Richard J. 2005 Student-Involved Assessment
for Learning. 4th Edition Upper Saddle River, NJ:
Merrill/Prentice Hall.
Assessment Training Institute website:
www.assessmentinst.com
Northwest Regional Educational Laboratory Assessment
Tool kit 98; www.nwrel.org/assessment
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In Summary
In your own words, write down what each
standard means.
When you have finished, please share with your
neighbors
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Standards Of Assessment Quality
Standard 1
Clear and appropriate targets
Standard 2
Clear and appropriate uses and users
Standard 3
Target-Method-Match
Standard 4
Adequate Sampling
Standard 5
Avoid bias and distortion
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GLCE and YOU!
Focus on Assessment
Additional Resources
Kinds of Achievement Targets – Key Words5
Target Type
Explanation
Content Standards Key Words
Examples
Knowledge/
Understanding
Some knowledge/facts/
concepts to be learned
outright; some to be
retrieved using reference
materials
Explain, understand, describe, identify, tell, name, list
identify, give examples, define, label, match, choose, recall,
recognize, select
Vocabulary
Measurement concepts
US Government structure
Patterns of growth and
development
Reasoning
Thinking proficienciesusing one's knowledge to
solve a problem, make a
decision, plan, etc.
Analyze: components, parts, ingredients, logical sequence,
steps, main idea, supporting details, determine, dissect,
examine, order
Compare/contrast: discriminate between; alike and different,
distinguish between
Synthesize: combine into, blend, formulate, organize, adapt,
modify
Classify: categorize, sort, group
Infer/deduce: interpret, implications, draw conclusions,
predict
Evaluate: justify, support opinion, think critically, appraise,
critique, debate, defend, dispute, evaluate, judge, prove
Think critically
Analyze authors' use of
language
Solve problems
Compare forms of government
Self-evaluation
Analyze health information
Skills
Behavioral
demonstrations; where
the doing is what is
important; using one's
knowledge and reasoning
to perform skillfully
Observe, focus attention, listen, perform, do, question,
conduct, work, read, speak, assemble, operate, use,
demonstrate, measure, investigate, model, collect, dramatize
Read fluently
Oral presentations
Play an instrument
Use laboratory equipment
Conduct investigations
Products
Where the characteristics
of the final product are
important; using one's
knowledge, reasoning,
and skills to produce a
final product
Design, produce, create, develop, make, write, draw,
represent, display, model, construct
Writing
Artistic products
Research reports
Make a map
Personal fitness plan
Make a model that represents a
scientific principle 62
GLCE and YOU-Focus on
Assessment
Indicators of Sound Classroom Assessment Practice*
1. Why Assess?
a. Teachers understand who the users and uses of classroom assessment information are
and know their information needs.
b. Teachers understand the relationship between assessment and student motivation and
craft assessment experiences to maximize motivation.
c. Teachers use classroom assessment processes and results formatively (assessment for
learning).
d. Teachers use classroom assessment results summatively (assessment of learning) to
inform someone beyond the classroom about students’ achievement as of a particular point
in time.
e. Teachers have a comprehensive plan over time for integrating assessment for and of
learning in the classroom.
2. Assess What?
Assessments Reflect Clear and Valued Student
Learning Targets
a. Teachers have clear learning targets for students; they know how to turn broad statements
of content standards into classroom-level targets.
b. Teachers understand the various types of learning targets they hold for students.
c. Teachers select learning targets focused on the most important things students need to
know and be able to do.
d. Teachers have a comprehensive plan over time for assessing learning targets.
3. Assess How?
Learning Targets Are Translated into
Assessments That Yield Accurate Results
a. Teacher understand what the various assessment methods are.
b. Teachers choose assessment methods that match intended learning targets.
c. Teachers design assessments that serve intended purposes.
d. teachers sample learning appropriately in their assessments.
e. teachers write assessment questions of all types well.
f. Teachers avoid sources of bias that distort results.
4. Communicate How?
Assessment Results Are Managed Well and
Communicated Effectively
a. Teachers record assessment information accurately, keep it confidential, and appropriately
combine and summarize it for reporting (including grades). Such summary accurately reflects
current level of student learning.
b. teachers select the best reporting option (grades, narratives, portfolios, conferences) fro
each context (learning targets and users).
c. Teachers interpret and use standardized test results correctly.
d. teachers effectively communicate assessment results to students.
e. Teachers effectively communicate assessment results to a variety of audiences outside the
classroom, including parents, colleagues, and other stakeholders.
5. Involve Students How?
a. Teachers make learning targets clear to students.
Students Are Involved in Their Own
b.
GLCE
Teachers
and
involve
YOU-Focus
students in assessing,
on
tracking, and setting goals for their own learning.
63
Assessment
Teachers
involve
students
in
communicating
about
their
own
learning.
*Sound classroom assessment practice=Skill in gatheringc.
accurate
information
+effective
use
of
information
and
procedures
Assessment
Classroom Assessment for Student Learning 2004
Standard 1: Clear and Appropriate Learning Targets
Unpacking Content Standards
Content Standards  Classroom Learning Targets
Subject: ______________________ Standard: __________________________
Instructions: Identify the Knowledge, Reasoning, Skill, and Product learning targets
underpinning the standard. Remember, not all standards have all of these as underpinnings.
What knowledge or understanding is required to become competent on this
indicator?
What reasoning (if any) is required to be competent on this indicator?
What performance skills (if any) are required to demonstrate competence on
this indicator?
What product competencies (if any) are required by this indicator?
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Assessment
64
Nine Principles of Sound
Assessment
1. Teachers understand and articulate achievement targets in
advance
2. Students are informed of targets regularly in student friendly
language
3. Students can describe targets and what comes next in their
learning
4. Teachers can transform targets into dependable
assessments yielding accurate information
5. Classroom assessment is used by teachers and students to
revise and guide teaching and learning
6. Students are given descriptive, frequent, constructive and
immediate feedback to aid them in improvement
7. Students are actively involved in the assessment process
8. Students actively communicate their achievement status
and improvement
9. Teachers “get” the connection
between assessment and65
GLCE and YOU-Focus on
student motivation and use
assessment to build confidence
Assessment
Key Questions about
Standards/GLCE
• What do my students need to know and
understand to be ready to meet this
standard expectations?
• What patterns of reasoning must my
students have mastered to be ready to
meet this standard/expectations?
• What performance skills must my students
have mastered, if any, must my students
have mastered to be ready to meet this
standard/expectation
• What product development capabilities, if
any, must my students have mastered to
be ready to meet this
standard/expectation?
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Assessment
66
Michigan Curriculum Framework:
Assessment Standards


Organization of Information: The task
asks students to organize, synthesize,
interpret, explain or evaluate complex
information in addressing a concept,
problem or issue.
Consideration of Alternatives: The task
asks students to consider alternative
solutions, strategies, perspectives, or points
of view in addressing a concept, problem or
issue.
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Michigan Curriculum Framework:
Assessment Standards


Disciplinary Content: The task asks
students to show understanding and/or use
ideas, theories, or perspectives considered
central to an academic or professional
discipline.
Disciplinary Process: The task asks
students to use methods of inquiry,
research, or communication characteristic
of an academic or professional discipline
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68


Michigan Curriculum Framework:
Assessment Standards
Elaborated Written Communication: The
task asks students to elaborate on their
understanding, explanations, or conclusions
through extended writing.
Problem Connected to the World Beyond
the Classroom: The task asks students to
address a concept, problem or issue that is
similar to the one that they have encountered or
are likely to encounter in life beyond the
classroom.
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69
Michigan Curriculum Framework:
Assessment Standards

Audience Beyond the School: The task asks
students to communicate their knowledge,
present a product or performance, or take some
action for an audience beyond the teacher,
classroom, and school building.
Newman, Secada and Wehlage, Wisconsin Center for
Educational Research. A Guide to Authentic Instruction
and Assessment: Visions, Standards and Scoring
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70
Michigan Curriculum Framework:
Teaching and Learning Standards

Higher-Order Thinking: Instruction
involves students in manipulating
information and ideas by synthesizing,
generalizing, explaining or arriving at
conclusions that produce new meaning
and understandings for them.
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Michigan Curriculum Framework:
Teaching and Learning Standards

Deep Knowledge: Instruction addresses
central ideas of a topic or discipline with
enough thoroughness to explore
connections and relationships and to
produce relatively complex understanding
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Michigan Curriculum Framework:
Teaching and Learning Standards

Substantive Conversation: Students
engage in extended conversational
exchanges with the teacher and/or
peers about subject matter in a way that
builds an improved and shared
understanding of ideas or topics.
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Michigan Curriculum Framework:
Teaching and Learning Standards

Connections to the World Beyond
the Classroom: Students make
connections between substantive
knowledge and either public problems
or personal experiences.
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