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![Page 1: Review of BAS Learning progression Item design Outcomes/Sco ring Assessment quality Outline OVERVIEW OF BEAR ASSESSMENT SYSTEM.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec75503460f94bd447d/html5/thumbnails/1.jpg)
Review of BASLearning progressionItem designOutcomes/ScoringAssessment qualityOutline
OVERVIEW OF BEAR ASSESSMENT SYSTEM
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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 performanceTrack 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 instruction
BEAR ASSESSMENT SYSTEM (BAS)
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4 BUILDING BLOCKS
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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COMPONENTS OF BAS
Building Block Principle Activity Main ProductLearning Progression
Assessment should be based on a developmental perspective of student learning
Define knowledge development aspects within LP
Map of knowledge development
Item Design A match between what is taught and what is assessed
Link assessment tasks to learning progression; different types for different purposes
Items
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
Scoring guides and exemplars
Assessment Quality
Evidence of quality in terms of reliability and validity studies and evidence of fairness are needed
Create maps of learning and evaluate reliability and validity evidence
Maps and related reports
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Provides information about students’ progress “just in time” to reteach or expand when necessary
Allows diagnosis of individual students who are having diffi culty 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 doesn’t, what they might change next time
SPENDING TIME ON ASSESSMENT AIDS IN HIGH-QUALITY TEACHING
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REMEMBER THE BAS IS A CYCLE
Learning Progressio
n
Item Design
ScoringAssessment Quality
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OFTEN CONTAINS SUB-CYCLES
Learning Progressi
on
ItemDesign
AssessmentQuality
Scoring
Inner Loop
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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.)
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WE OFTEN DON’T 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 don’t see them
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LEARNING PROGRESSIONS
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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Focus on the process of learning and on an individual student’s 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
BAS #1: LEARNING PROGRESSION
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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
AN EXAMPLE LEARNING PROGRESSION
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CURRICULUM UNITS
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THE LEARNING PROGRESSION
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THE ITEM DESIGN
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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A match between what is taught and what is assessed
Link assessment tasks to learning progressionDifferent types for different purposesUse Assessment Blueprint and Item-Writing
Template as provided
BAS #2: ITEM DESIGN
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A FORCED-CHOICE ITEM
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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 OPEN-ENDED ITEM
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What is the most important reason why things sink and float?
AN ORDERED MULTIPLE CHOICE ITEM
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
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OUTCOMES/SCORING
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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Teachers must be the managers of the system, with the tools to use it effi ciently 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 student’s 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
development (BAS #2)
BAS #3: OUTCOMES/SCORING
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Scoring Guide for open ended items
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ASSESSMENT QUALITY
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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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.
BAS #4: ASSESSMENT QUALITY
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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
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ITERATIVE PROCESS OF BAS
Learning Progressio
n
Item Design
Outcomes/Scoring
Assessment Quality
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American Educational Research Association, American Psychology Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing (3 rd ed.). Washington, DC: Author.
Nitko, A. J., & Brookhart, S. (2007). Educational assessment of students. Upper Saddle River, NJ: Pearson Education, Inc.
McMillan, J. H. (2007). Classroom assessment. Principles and practice for eff ective 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 practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp. 181-208.
BIBLIOGRAPHY
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Overview of BEAR Assessment System PPT by the Oregon Department of Educat ion and Berkeley Evaluat ion and Assessment Research Center is l icensed under a CC BY 4.0.
You are free to: Share — copy and red i s t r i bu te the mater ia l i n any med ium o r fo rmat Adapt — remix , t rans fo rm, and bu i l d upon the mater ia l
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