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Differentiate between formative and summative assessments and the purposes of each
Understand Bloom’s Taxonomy and Depth of Knowledge (DOK)
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Develop and deliver valid and reliable assessments, projects, and assignments that meet standards-based criteria and assess learning progress by measuring student achievement of learning goals. (Aurora Institute)
Describe "Assessment as a Lever to Improve Teaching & Learning."
Explore the "Framework for Designing High-Quality Performance Assessments: Evidence-Centered Design."
Learn about features of high-quality performance assessments.
Explain why assessment is considered by some as a lever that can help improve instruction and student learning.
Describe the evidence-centered design framework for designing high-quality performance assessments.
Evaluate the quality of a performance assessment using the provided tool.
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
Do you agree or disagree with the adage: What gets measured is what gets taught? Explain.
What does a good assessment look like through the eyes of a student?
The difference between traditional and performance-based assessments
Explore the framework for designing high-quality performance assessments
Understand the characteristics of a good performance assessment
With your teacher team, identify a unit of study that would support the use of a performance assessment vs. a traditional summative assessment
Evaluate the quality of a summative performance assessment using the review tool OR evaluate one of your own
What is the relationship between unit learning targets, evidence, and assessment design? How might this relationship drive your work this school year?
Why is it important to share clear performance criteria with students?
How will you consider cognitive complexity as you design tasks and assessments?
Are there any assessments you currently give that could be replaced with a performance assessment?
Use the Checkpoint to help you check your thinking and doing with the learning targets in this module, determine whether you are ready to move on to the next module, and select “must do” or “may do” content of this module that is needed for additional clarification and/or practic
Revisit the learning outcomes for this module:
Teachers will describe "Assessment as a Lever to Improve Teaching & Learning"
Teachers will explore the "Framework for Designing High-Quality Performance Assessments: Evidence-Centered Design"
Teachers will learn about features of high-quality performance assessments
Would you feel comfortable discussing each of these with a colleague or might you need to revisit a section of learning in this module?
Use the Celebration of Learning to synthesize key ideas gained, network with others inside and outside of your district, crowdsource knowledge and/or design ideas, and to extend your learning beyond this module.
Share the Performance Task Review Tool with other teachers in your district
Tweet about the impact that cognitive complexity has on the minds of learners (#IAR2L @MBAEA @TheCenter_Iowa #IACompEd)