Transcript Developing Pre and Post Assessments

A Step by Step Guide for Teachers
Information from the WSWHE BOCES Assessment
Development Workshop Presented August 23, 2012 by
Katie Jones and Christine Barry
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Giving an assessment of student skills at the
start of any course is good practice.
Information from assessments should guide our
instructional practice - do some students need a
concept retaught before progressing to the next
topic?
The pre-assessment scores will be used as a
baseline for teachers SLOs that measure student
growth.
Assessments ensure that our students have
mastered the information and skills that have
been taught.
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Pre and Post Assessments are needed for each
grade/subject covered by an SLO.
The Regional Assessment Forum will provide all
pre- and post- assessments except in the areas
of: Secondary Math, Secondary Science,
Secondary Social Studies, Business, Family and
Consumer Sciences, Agriculture, Health, and
Technology.
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The subjects listed above will need to develop
their own pre- assessments. Information on
post-assessments will be provided during the
school year.
1. Determine the PRIORITY content for your course.
What content is essential for students to master?
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Select the best type of assessment tools to measure
this learning. Multiple choice? Short Answer?
Performance?
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Develop test items to match your content priorities
taking care to avoid copyright infringement.
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Review your assessment with others to ensure
validity and reliability.
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Submit assessment, professional agreement, and
validity/reliability form to the Curriculum Office
prior to administering your assessment.
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If a Regents is given as part of your course,
obtain the Regents priority content chart from
Kate to determine what content should be
included.
If no Regents is provided, work from your
content standards and common core standards
to identify priority content.
http://www.p12.nysed.gov/ciai/cores.html#HPEF
CS – NYS Standards Page
http://engageny.org/resource/new-york-statep-12-common-core-learning-standards/ Common Core Standards
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See “Bloom’s Taxonomy Question and Task
Design Wheel” on the Curriculum Webpage to
identify key words to include in items to vary
difficulty level.
Test format options include some or all of the
following:
◦ Multiple Choice
◦ Constructed Response*
◦ Performance Event*
 *Starred item types require a grading rubric.
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Multiple Choice Items –Ensure the stem is clear
and concise, and response options are
consistent, plausible, and includes one
correct/best answer. See Curriculum Webpage
Multiple Choice Guidelines.
Ensure the item set has a balance of difficulty,
and the items are independent of each other.
Expect students will need 2 minutes per multiple
choice item.
◦ Information paraphrased from the ETS Multiple Choice
Guidelines and BOCES RAD Assessment Development
Powerpoint
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When selecting a performance event, will the
event be administered individually or as a
group? How much time will be needed to
administer?
When asking students to read text from
sources and write constructed responses,
ensure the text is not copyright protected, or
obtain permission to use the text from the
author.
Develop a rubric so that an unfamiliar teacher
may grade these responses.
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Will the rubric be analytic or holistic, or task
specific vs. general (Arter and Chappuis, 2006).
Excellent rubrics are: continuous, parallel, highly
descriptive, and coherent
(www.pals.sri/com/guide/scoringdetail.html).
If your subject area has a rubric used to grade
Regents exams, consider using the Regents
rubric for scoring your constructed response or
performance items.
Rubrics may be developed and stored online at
www.Rubistar4teachers.org
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Use item map template (on curriculum page) to
ensure all content standards are included, and
list the correct answer and points for scoring.
Ensure that text, maps, and any other stimulus
material is not copyright protected, or gain
permission for use. For public domain resources,
go to
http://www.wswheboces.org/SSS.cfm?subpage=
596 or
http://www.worldbookonline.com/student/home
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Use the Assessment Development Process
Form (on the curriculum webpage) to track
the development and review of your
assessment.
Work with your colleagues to have others
read your assessment and your scoring
rubrics to improve validity. Is every priority
standard measured?
If possible, have multiple individuals practice
scoring a sample with your developed rubric
to ensure reliability.
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Blank Professional Agreement form may be
found on the curriculum webpage, and
available in the curriculum office.
Include your “Assessment Development” form
and “Evidence of Rigor” Certificate with your
packet.
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If test accommodations are needed, sign up
for a time slot in the CSE office for support to
administer your assessment.
Administer, Score, and Input pre-test scores
in your SLO!