ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities...

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ATTRIBUTE ATTRIBUTE DESCRIPTION DESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities (KSAs) targeted by this design pattern. Rationale How/why this DP addresses evidence about focal KSAs Additional KSAs Other knowledge/skills/abilities that may be required by tasks. Characteris tic features of tasks Aspects of assessment situations that are needed to evoke evidence about the focal KSAs. Variable features of tasks Aspects of assessment situations that can be varied to shift difficulty or focus. Potential work products What students actually say, do, or make, to produce evidence. Claim about student Warrant for assessment argument Alternative explanation s since so unless Data concerning situation Data concerning performance Other information concerning student vis a vis assessment situation Student acting in assessment situation since Warrant for scoring since Warrant for task design How Design Patterns Support Thinking about the Assessment Argument

Transcript of ATTRIBUTEDESCRIPTION Focal Knowledge, Skills, Abilities The primary knowledge / skills / abilities...

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

The design pattern is organized around Focal KSAs. They will be involved in the Claim, although

there may be other KSAs that are included in the target of inference (e.g., Model Formation—but what

models, what context?).

Associated with Characteristic Features of Tasks.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

The Rationale provides background into the nature of the Focal KSAs, and the kinds of things that people do in what kinds of situations that evidence it. It contributes to the

Warrant in the assessment argument.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

Additional KSAs play multiple roles. You need to think about which ones you really DO want to include as targets of inference

(validity) and which ones you really DON’T (invalidity).

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

The Additional KSAs you DO want to include as targets of

inference are part of the claim. E.g., knowing Mendel’s laws as well as being able to formulate a

model in an investigation.Connected with Variable Features of Tasks.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

The Additional KSAs you DON’T want to include as

targets of inference introduce alternative explanations for poor

performance. (Especially important for assessing special

populations – UDL & acommodations.)

Connected with Variable Features of Tasks & Work Products.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

The Characteristic Features of Tasks help you think about critical data concerning the

situation –what you need to get evidence about the Focal KSAs.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

Variable Features of Tasks also help you think about data

concerning the situation – but now to influence difficulty …

or to bring in or reduce demand for Additional KSAs to avoid alternative explanations.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

Some Variable Features of Tasks help you match features of tasks and background / knowledge /

characteristics of students: Interests, familiarity, previous

instruction.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

Potential Work Products help you think about what you want to capture from a performance –product, process, constructed

model, written explanation, etc.Can also call attention to demand for Additional KSAs, & avoid alternative explanations (e.g., Stella)

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

Potential Observations are possibilities for the qualities of Work Products – i.e., the data concerning the performance.

ATTRIBUTEATTRIBUTE DESCRIPTIONDESCRIPTION

Focal Knowledge,

Skills, Abilities

The primary knowledge / skills / abilities (KSAs) targeted by this design pattern.

Rationale How/why this DP addresses evidence about focal KSAs

Additional KSAs

Other knowledge/skills/abilities that may be required by tasks.

Characteristic features

of tasks

Aspects of assessment situations that are needed to evoke evidence about the focal KSAs.

Variable features of

tasks

Aspects of assessment situations that can be varied to shift difficulty or focus.

Potential work

products

What students actually say, do, or make, to produce evidence.

Potential observation

s

Aspects of work products we might identify and evaluate, as evidence about students’ KSAs.

Potential rubrics

Ways of evaluating work products to produce values of observations.

Claim about student

Warrant for assessment

argument

Alternative explanations

since

so

unless

Data concerning

situation

Data concerning

performance

Other information concerning

student vis a vis assessment

situation

Student acting inassessment situation

sinceWarrant for

scoring sinceWarrant fortask design

How Design Patterns Support Thinking about the Assessment

Argument

How Design Patterns Support Thinking about the Assessment

Argument

And Potential Rubrics are algorithms/rubrics/rules for

evaluating Work Products to get the data concerning the

performance.