Aligning Standards & Benchmarks with Assessment

Step One: Standards, benchmarks, and achievement targets are written.

Step Two: Standards & benchmarks are being instructed to and assessed in the classroom.

Step Three: Code your standards/benchmarks/achievement tar

Step Four: Match your assessment items with the correct code. Noting number of points and content match (S-strong, M-moderate, W-weak). If the content match is "weak", key for review (categorical congruence and range of knowledge). If the item does not match any benchmark, mark the "no match".

Step Five: Using the grid provided match the items and standards/benchmarks/achievement targets according to depth (cognitive match). Marking an "A" is acceptable, "N' is non acceptable. Note the ones that need to be rewritten/revised.

Step Six: Identify the assessment method with the achievement target. Do they match? Place a "x" in the match box if the method is appropriate.

Step Seven: Review the alignment of content, depth and matc

Ask these questions.

Content:

· Does the content of the test match the content of the assessment?

· What changes need to happen?

Depth:

· To what level do the matches include match on cognitive depth? At what levels of thinking are most of your benchmarks?

· Do you have an over representation of one or two kinds of thinkdn; Is there a variety of types of thinking required at each grade level? As you move through the grade levels do the benchmarks require higher levels of thinking?

· Do you see developmental progression?

· Are there significant mismatches that will need attention?

Method

· Does the method of assessment accurately show the desired performance you expect from students?

Checking your assessment:

· The assessment blueprint describes how each content benchmark/achievement target will be assessed, with appropriate item/task formats for each aspect of the benchmarks/achievement target

· The blueprint includes method for ensuring that each domain is adequately covered

· Each content standard is measured using an appropriate mix of item and task formats

Emphasis: the assessment covers the knowledge and skills in the content standards with the same degree of emphasis as the standards

Balance of representation:

• the score the student receives on the assessment should be based on the same balance of knowledge and skills as reflected in the standards and the context they are expected to demonstrate their proficiency
• this criterion is used to indicate the extent to which items are evenly distributed across the targets
• the benchmarks that are judged more important than others get more weight in the computation of the score
• the most straightforward indicator is the number of test questions per benchmark the' amount of time required for students to complete the item or task is considered as to the relative importance of the benchmark

Checking you assessment

• Items and tasks as a whole measure knowledge and skills in a manner that reflects the emphasis of knowledge and skills in the content standard
• The formats used to measure different standards reflect the emphasis of types of knowledge and skills in the content standards
• The blueprint reflects the balance of representation in both content and weighting

Performance: performance standards describe the level of acceptable performance

Performance standards:

• performance standards describe the level of acceptable performance levels are specified in operational assessment terms
• performance standards provide mechanisms for reporting the results in terms of the proportion of students that meet the standards
• key elements include: performance descriptors-narrative descriptions of performance at each level; and exemplars-examples of student work from a representative sample of all students that illustrate the full range of performance at each level
• cut scores differentiate between performance levels

Checking your assessment

• Item specifications are references to the levels of knowledge and skills in the performance descriptors
• The assessment as a whole covers knowledge and_ skills at each defined performance level
• Each aspect of the performance descriptors is covered by one or more items and tasks
• Score reports and statistical analysis indicate that students at all performance levels have the opportunity to demonstrate their knowledge and skills

Accessibility: all students in the system are provided with the oppo demonstrate proficiency in content standards

Free from bias:

• students who have learned in a variety of ways and mastered the content to varying degrees, students with disabilities, and student who are ELL are able to demonstrate contents knowledge and skill
• the assessment as a whole is reviewed for potential bias against groups of students based on race, ethnicity, culture, language, religion, disabilities, gender, or region, etc.

Item difficulty:

• assessments vary in terms of item difficulty, spanning different level of achievement assessments include items and sets of times that are designed to elicit responses from students representing a wide range of knowledge and skills

Checking your assessment:

• Groups of selected-response items cover a v skills related to the content standard(s)
• Constructed-response and performance tasks allow a range of responses to be referenced to each point in their scoring rubrics
• Sample student responses for constructed-response and performance tasks contain a full range of response types and level
• Accommodations and modifications are available for students with disabilities, ELL, and other students who need them in order to demonstrate their level of proficiency in the content area
• Items and tasks are appropriate for the age and grade level of the students assessed Items and tasks are reviewed for potential bias

· Items and tasks do not include factors that are likely to interfere with students' opportunity, to demonstrate their knowledge and skills, such as assumptions about background experiences and extraneous prior knowledge

Kinds of Achievement Targets/Critical Objectives/Performance Indicators

Master Knowledge

Examples of key words: understand, know, describe, give examples.

Examples of key words: how to (followed by some procedure).

Use Knowledge to Reason and Solve Problems

Examples of key words: Classify, compare, contrast, analyze, synthesize, determine, evaluate, justify, construct support, draw conclusions.

Demonstrate Mastery of Specific: Skills

Examples of key words: read, speak, assemble, operate, use, demonstrate.

Create Quality Products

Examples of key words: create, design, make, produce, write, draw.

Acquire Positive Affect/Dispositions

Examples of key words: respects, perseveres, appreciates.

Clarifying Achievement Targets

Knowledge

(facts, generalizations, concepts; no series of steps with body or mind)

Know Understand

· Define • Explain

· List • Put in own words

· Describe • Interpret

· Name • Translate Knows how to

· Regurgitate

· Copy

Extend and Refine Use Knowledge

Knowledge Meaningfully

· Deduction • Decision making

· Constructing support • Problem solving

· Analyzing errors • Invention

· Analyzing perspectives • Investigation

· Infer • Systems analysis

· Compare • Experimental inquiry

· Classifying

· Organize

· Summarize

· Convert

· Distinguish

· Abstracting

· Induction

Skills (performance)

· Read

· Write

· Saw

· Jump

· Operate

· Use

· Measure

· Bake

· Add

· Subtract

Unit/Chapter

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