Assessment Design Checklist 2.0
- Mark Seymour
- Oct 4, 2020
- 6 min read
In a previous post I began an assessment design checklist. I began with two questions, evidence to support them and foundational education theory and practice to support them. In this next edition of my design checklist, I build upon the first two questions, make adjustments, and move into the more comprehensive ideas of proof of learning and student investment in learning. Below is a preview of new ideas and guiding questions in blue. The entire document can be accessed here.
Checklist Annotations
Question 1: Does this assessment shape and inform the learning of students?
This question is asking whether or not the assessment will shape and inform the learning of students. For example, teaching English Language Arts to middle schoolers, regular and constructive feedback from the teacher will shape the path of writers. Aspects of writing such as diction and mechanics will progress with scaffolded input of vocabulary study and practice in grammar and punctuation. Writing, like other forms of learning, is inherently processed based. As these skills develop, they should become present in stages. According to B.F. Skinner, the whole process of becoming competent in any field must be divided into a very large number of very small steps and reinforcement must be contingent upon the accomplishment of each step (1954, p. 94). Literacy skills are refined over a student’s entire academic career, ranging from those initial steps of decoding and phoneme recognition in reading, to the development of style and diction in writing. Along the way, reinforcements of graduating to more complex and comprehensive steps which range from the larger steps of moving through grade levels to the small steps of winning a game of Kahoot in a classroom, are based on a conditioned response to progress to a higher level of achievement.
Evidence of Understanding
Student work (performance) will progress toward the intended goal.
Student work will be evaluated with measurable criteria using such tools as a rubric, checklist, etc.
Question 2: Does the assessment move the students through this process at a manageable pace?
This question is asking if the overall goal as well as the sequences needed to get there are essentially, attainable. It is important because like most systems, any break in the continuity of progress will affect the long term outcome. The more convoluted a system is, the more prone it is to “break”. If we look to constructivism, we know that there are various means by which students can achieve these smaller individual goals. Part of the writing process involves revision. Through teacher feedback, student self assessment, and peer review, these steps become manageable. Whether we look to Vygotsky (1980) and the Zone of Proximal Development or Wood et al. (1976) and scaffolding, the aim is the same, to support students’ learning through interactions from those more knowledgeable. “Scaffolding consists of the activities provided by the educator, or more competent peer, to support the student as he or she is led through the zone of proximal development. Support is tapered off (i.e. withdrawn) as it becomes unnecessary” (Mcleod, 2019).
Evidence of Understanding
Evidence would include when a student is presented with the target knowledge or skill before they are asked to apply it. Evidence would also include if the assessment makes steps manageable on the path to the larger target can be accomplished through a logical transmission and properly sequenced series of steps. W. James Popham explained that, the building blocks in a learning progression should be sequenced in the order it is believed students can most effectively master those building blocks on the way to mastering the target curricular aim (2018, p.286). Again, the writing process is an inherently step based approach to learning.
Question 3: Will this assessment adjust student learning tactics?
This question is asking whether students will adapt or adjust strategies to further their learning and performance. Can they gain a sense of autonomy? Are they learning to learn? “For Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations” (McLeod, 2019). However this range of situations could potentially be quite vast. It is then important that for each performance goal a criteria would need to be established to measure how or how well a student is adjusting and adapting strategies. If this criteria is present in design, then yes, the assessment should adjust strategies and tactics.
Evidence of Understanding
Evidence would include measurable modes of adjustment. For instance, a list of strategies could be provided for students to use in the next phase of instruction. Students may also be required to construct their own strategy depending on the specific task or project the student is working on. An example might include teacher provided strategies for improving diction or word choice in the writing and revision process, then require a student to construct their own and provide it as evidence that they incorporated their strategy into the process. This concept of if a student is learning is further expanded by Wiggins & McTighe (2008) to include to what degree adaptation is being measured. “Designing a task that measures critical thinking requires knowledge beforehand what the indicators of such thinking are, and then designing the task so that student must demonstrate those traits through performance” (p. 340).
Question 4: Will this assessment promote student investment in their learning?
This question is asking whether students will develop a sense of ownership, or even pride in their achievements. It is important because intrinsic motivation (Deci, 1975) can be key to student achievement. In my professional context, student ownership of learning directly impacts performance. Having students slow down, reflect , and understand the importance of the task and how it directly relates to the outcome of not only their performance in school, but their continued performance for future endeavors, plays a significant role in design. In a recent social studies research project, students crafted resumes based on the founding fathers. The final step was a mock interview amongst potential candidates to “be hired”. The idea of “getting the job” held great value for students, and it resulted in a more reflective and well paced undertaking of research and reporting.
Evidence of Understanding
In a recent social studies research project in my class, students crafted resumés based on the founding fathers. The final step was a mock interview amongst potential candidates to “be hired”. The idea of “getting the job” held great value for students, and it resulted in a more reflective and well paced undertaking of research and reporting. For other assessments, a more comprehensive set of sub-criteria or as Vagle (2015) describes, “Create a Scoring Scheme That Reflects the Learner”(p. 76) may be needed. These schemes may be a vocal restatement of learning targets, rubrics which provide additional criteria for proof of learning, and self assessment.
Hattie (2009) also explains the role of the student in their learning, ...the aim is to make students active in the learning process-through actions by teachers and others-until the students reach the stage where they become their own teachers, they can seek out optimal ways to learn new material and ideas, they can seek resources to help them in this learning, and when they can, set appropriate and more challenging goals” (p.37).
When informally assessing students on a particular learning target, I ask, “Do you think you could teach this to the class?”. Informally, it a gauge to identify a student’s comfort level with the specific concept or skill. In a more formal assessment, such as a more comprehensive conference or activity in which a student is thinking about their learning, I can more readily identify factors which indicate a sense of ownership and student investment.
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