OVERVIEW OF BEAR ASSESSMENT SYSTEM Review of BAS

OVERVIEW OF BEAR ASSESSMENT SYSTEM Review of BAS

OVERVIEW OF BEAR ASSESSMENT SYSTEM Review of BAS Learning progression Item design Outcomes/ Scoring Assessment quality Outline BEAR ASSESSMENT SYSTEM (BAS) A comprehensive, integrated system for

assessing, interpreting, and monitoring student performance Tools for teachers to do the following: Assess student performance on central concepts and skills in the curriculum Set standards of student performance Track student progress over the year on the central concepts Provide feedback for themselves, students, administrators, parents, or other audience about student progress and the effectiveness of the instructional materials and classroom 4 BUILDING BLOCKS Learning

Progressio n Item Design Assessme nt Quality Outcomes /Scoring COMPONENTS OF BAS Building Block Principle

Learning Assessment should be based on a Progression developmental perspective of student learning Activity Main Product Define knowledge Map of development aspects within LP knowledge development Item Design A match between what is taught

and what is assessed Link assessment tasks to Items learning progression; different types for different purposes Outcomes/ Scoring Teachers must be the managers of Judge students' work and use Scoring the system, with the tools to use it results to plan instruction guides and efficiently and effectively exemplars

Assessment Quality Evidence of quality in terms of reliability and validity studies and evidence of fairness are needed Create maps of learning and Maps and evaluate reliability and validity related evidence reports SPENDING TIME ON ASSESSMENT AIDS IN HIGH-QUALITY TEACHING Provides information about students progress just in time to reteach or expand when necessary

Allows diagnosis of individual students who are having difficulty or who are ready for more in-depth material Provides deeper understanding of where students really are for example, do they understand conceptually, or have they simply learned a set of steps? Provides a chance for teachers to think reflectively about what they are doing: what works, what doesnt, what they might change next time REMEMBER THE BAS IS A CYCLE Learning Progressio n

Item Design Assessme nt Quality Scoring OFTEN CONTAINS SUB-CYCLES Learning Progressi on Assessment

Quality Inner Loop Item Design Scoring REASONS FOR THE CYCLICAL NATURE Begins with theory-based ideas for LP levels, item design, order, and so on Makes extensive use of empirical evidence to improve on theory and relate to actual

practice Draws heavily on ideas of validity evidence and the improvement of validity (i.e. response processes, internal structure, etc.) WE OFTEN DONT SEE THIS CYCLE Before the beginning of the Common Core, most teachers at most times used packaged curricula and assessments However, all curriculum developers and assessment developers have gone through several cycles of development but behind the scenes, where teachers mostly dont see them LEARNING PROGRESSIONS

Learning Progressio n Item Design Assessme nt Quality Outcomes /Scoring BAS #1: LEARNING PROGRESSION Focus on the process of learning and on an

individual students progress through that process Assessment should be based on a developmental perspective of student learning Define knowledge development aspects or learning targets within LP: Upper level Lower level Middle levels LP Building blocks AN EXAMPLE LEARNING PROGRESSION Example based on measurement of student understanding of density and buoyancy Accompanied a curriculum called Why

Things Sink and Float Science unit designed for middle school classrooms CURRICULUM UNITS L e v e ls o f U n d e r s ta n d in g B u o y a n c y d e p e n d s o n th e d e n s it y o f t h e o b je c t r e la t iv e to th e d e n s ity o f th e m e d iu m . L essons A s s e s s m e n t A c tiv itie s 1 2 : R e la tiv e D e n s ity

P o s t te s t 1 1 : D e n s ity o f M e d iu m R e fle c tiv e L e s s o n @ 1 1 1 0 : D e n s ity o f O b je c t R e fle c tiv e L e s s o n @ 1 0 7 : M a s s a n d V o lu m e R e fle c tiv e L e s s o n @ 7 B u o y a n c y d e p e n d s o n th e

v o lu m e o f th e o b je c t. 6 : V o lu m e R e fle c tiv e L e s s o n @ 6 B u o y a n c y d e p e n d s o n th e m a s s o f t h e o b je c t . 4: M ass R e fle c tiv e L e s s o n @ 4 1 : I n t r o d u c t io n P re te s t

B u o y a n c y d e p e n d s o n th e d e n s it y o f t h e o b je c t . B u o y a n c y d e p e n d s o n th e m a s s a n d v o lu m e o f th e o b je c t. THE LEARNING PROGRESSION THE ITEM DESIGN Learning Progressio n Item

Design Assessme nt Quality Outcomes /Scoring BAS #2: ITEM DESIGN A match between what is taught and what is assessed Link assessment tasks to learning progression Different types for different purposes Use Assessment Blueprint and Item-Writing Template as provided

A FORCED-CHOICE ITEM AN OPEN-ENDED ITEM Explain below why things sink and float. Write as much information as you need to explain your answer. Use evidence and examples to support your explanation AN ORDERED MULTIPLE CHOICE ITEM What is the most important reason why things sink and float? A. Mass or weight anything will sink if it is heavy enough M/V

B. Shape anything will float if it is the right shape UF C. The ratio of mass to volume things float if they are light for their size D D. Hollowness things float only when they have air inside UF

OUTCOMES/SCORING Learning Progressio n Item Design Assessme nt Quality Outcomes /Scoring BAS #3: OUTCOMES/SCORING

Teachers must be the managers of the system, with the tools to use it efficiently and effectively Judge students' work and use results to plan instruction Development and use of scoring rubrics Use the item-writing template to design the scoring rubrics Typical students understanding/misunderstanding reflected in their item responses can delineate the different levels of the scoring criteria The difference between scoring and grading Normally occurs in closer tandem with item SCORING GUIDE FOR OPEN ENDED

ITEMS ASSESSMENT QUALITY Learning Progressio n Item Design Assessme nt Quality Outcomes /Scoring

BAS #4: ASSESSMENT QUALITY Provide evidence and analysis of quality of the assessment tasks in terms of reliability, validity and fairness Cycle back to any preceding stages, if necessary The work in the outcome space and assessment quality will build upon the work in the learning progression and item design. ASSESSMENT QUALITY How do you know if your assessment is performing as you intended? Includes reliability and validity evidence (see future chapters)

Includes predictions for which items should be easy and which difficult, matched with actual data Includes predictions for student performance, matched with actual data ITERATIVE PROCESS OF BAS Learning Progressio n Item Design Assessme

nt Quality Outcomes /Scoring BIBLIOGRAPHY American Educational Research Association, American Psychology Association, & National Council on Mea surement in Education. (20 14). Standards for educa tional a nd psychological testing (3 r d ed.). Washington, DC: Author. Nitko, A. J., & Brookhart, S. (20 07). Educational assessm ent of students. Upper Saddle River, NJ: Pearson Education, Inc. McMillan, J. H. (2007). Classroom assessment. Principles and practice for effective standard-based instruction (4th ed.). Boston: Pearson - Allyn & Bacon. Wilson, M. (2005). Constructing measures: An item response

modeling approach. New York: Psychology Press, Taylor & Francis Group. Wilson, M., & Sloane, K. (2000). From principles to pra ctice: An embedded assessment system. Applied Mea surement in Education, 13 (2), pp. 18 1-208. CREATIVE COMMONS LICENSE Overview of BEAR Assessment System PPT by the O re g o n D e p a r t m e n t o f E d u c a t i o n a n d B e r ke l e y E v a l u a t i o n a n d A s s e s s m e n t Re s e a rc h C e n t e r i s l i c e n s e d u n d e r a C C BY 4 . 0. Yo u a r e f r e e t o : Sha re cop y an d red ist rib u te th e ma te rial in any med iu m o r forma t Adapt remix, transform, and build upon the material Under the following terms: A t t r i b u t i o n Yo u m u s t g i v e a p p r o p r i a t e c r e d i t, p r o v i d e a l i n k t o t h e l i c e n s e , a n d

i n d i c a t e i f c h a n g e s w e r e m a d e. Yo u m a y d o s o i n a n y r e a s o n a b l e m a n n e r , b u t n o t i n a n y w a y that suggests the licensor endorses you or your use. N o n C o m m e r c i a l Yo u m a y n o t u s e t h e m a t e r i a l f o r c o m m e r c i a l p u r p o s e s. Sha reAlike If you rem ix, tran sfo rm, or b uild u p on th e m at erial, yo u m ust distribu te you r contributions under the same license as the original. Oregon Department of Education welcomes editing of these resources and would g r e a t l y a p p r e c i a t e b e i n g a b l e t o l e a r n f r o m t h e c h a n g e s m a d e . To s h a r e a n e d i t e d version of this resource, please contact Cristen McLean, c r i s t e n . m c l e a n @ s t a t e . o r. u s.

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