Design framework Item development - PowerPoint Presentation

Slide1

Design frameworkItem developmentCognitive complexitySample items

Math

Item DesignSlide2

4 building blocks

Learning Progression

Item Design

Outcomes/Scoring

Assessment QualitySlide3

BEAR Assessment System Step 2A match between what is taught and what is assessedConstructive alignment

 aligning teaching and assessment to the learning outcomes/standards (Biggs, 2003)

Proposed items are located along the LP map

Item Design Framework

Learning Outcomes/Standards

Assessment Task

Teaching & Instruction

One Framework

(Wilson & Sloane, 2000)Slide4

Item design framework used by Smarter-Balanced Assessment under the evidence-centered design approach (Mislevy, Steinberg, & Almond, 2003)

Defined as the degree to which expectations and assessments work together to improve and measure students learning

Alignment frameworkSlide5

Categorical concurrenceCommonality between the content categories of the standards and those of the assessment items

Range of knowledge correspondence

Number of objectives within each standard covered by item(s)

Balance of representation

Relative coverage of content categories by items in a test

Depth of Knowledge consistencyMatch between the cognitive demand of items and the level of cognitive demand communicated by the wording of the objectives

4 criteria to determine the degree of alignmentSlide6

Universal designDesign item that accurately assess the targeted competency for all students

Ensure item fairness – make sure that items are equally difficult for groups of equal ability (e.g. males and females; urban and rural)

Vocabulary & language

use content-specific language appropriate to the assessed grade

For non-content-specific material, use vocabulary/language from previous grade levels

Item developmentSlide7

Grade appropriatenessDesign items that assess a primary content domain/standard of the appropriate grade“For non-reading items, the reading level is approximately one grade level below the grade level of the test, except for specifically assessed content terms or concepts” (SBAC, 2012)

Using items to link tests

For pre-post test designs, include some items that appeared on previous test(s) to measure student progress

If the time between tests is relatively long (i.e. 2-3 months), the same test can be used

If the time is short (i.e. 2-3 weeks), pick a few items to reuse and include new onesItem developmentSlide8

Use of Modified Bloom’s TaxonomyDefinitionAn example of Cognitive Rigor Matrix (Hess, et al., 2009)Demonstration on how to align standards and proposed item(s) on the LP map

Cognitive complexitySlide9

Modified by Anderson & Krathwohl (2001)

Modified Bloom’s Taxonomy

Old Bloom’s Taxonomy (Bloom, 1956)

Knowledge

Comprehension

Application

Analysis

Synthesis

EvaluationSlide10

Cognitive rigor matrixSlide11

Sample items focus on Application process

Process

Level 1: Recall

& Reproduction

Level

2: Skills & Concepts

Level 3: Strategic Thinking/

ReasoningLevel 4: Extended

ThinkingApply:Carry out or use a procedure in a given situations; carry out (apply to a familiar task) or use (apply) to an unfamiliar task.

Follow simple/routine procedures.Apply an algorithm or formula.Solve routine problems applying multiple concepts or decision points.

Use or apply concepts to solve non-routine problems.

Select or devise an approach among many alternatives to solve a novel problem.Slide12

Sample item*

Intended level: Grade 8

Domain: Expressions and Equations

Content standard

: Analyze and solve linear equations and pairs of simultaneous linear equations

.

CCSS: Analyze

and solve pairs of simultaneous linear equations (8.EE.8

).

Intended claims: 1,

2

, 3 and 4

Max is

organizing

a trip

to the

airport for a party of 75 people.

He

can use two types of taxi.

A

small taxi costs $40 for the trip and holds up to 4

people.

A large taxi costs $63 for the trip and holds up to 7 people.

* Adapted from SBAC

(2013, p.

134)Slide13

Sample item Grade 8

LP level

Specific Standard

Cognitive Rigor

Analyze and solve linear equations and pairs of simultaneous linear equations.

Analyze and solve pairs of simultaneous linear equations

(8.EE.8).

Apply,

Level 3 (Strategic Thinking/reasoning)

How many taxis of each type should Max order, to keep the total cost as low as possible? Explain.Slide14

Sample item Grade 7

LP level

Specific Standard

Cognitive

Rigor

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (7.EE.4).

Apply,

Level 2 (Skills & Concepts

Let L be the number of large taxis needed and S be the number of small taxis needed.

a. Write an expression to show the number of taxis needed.

b. If Max orders 6 large taxis, how many small taxis will he need?

b. How much will the cost be? Slide15

Sample item Grade 6

LP level

Specific Standard

Cognitive

Rigor

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write, read, and evaluate expressions in which letters stand for numbers. (6.EE.2).

Apply, Level 1 (Recall and Reproduction)

a. Let x be the number of large taxis

needed. If Max wants to order large taxis only, evaluate x. b. If each person must equally share the cost of taking large taxi defined previously, write an expression for the cost of each person. Let y be the amount of money each person must pay. Calculate y.Slide16

Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: The Cognitive Domain

. New York, NY: David McKay Co.

Anderson, L. W., &

Krathwohl, D. (2001).

A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Longman.Hess, K., Carloc, D., Jones, B., & Walkup, J., (2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments

. Paper presented at CCSSO, Detroit, Michigan.

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 effective standard-based instruction (4th ed.). Boston: Pearson - Allyn & Bacon. Oregon Department of Education. (2014, June).

Assessment guidance. Webb

, N. (2007).

Aligning assessments and standards

. Retrieved from http://

www.wcer.wisc.edu/news/coverStories/aligning_assessments_and_standards.php

Wilson

, M. (2005).

Constructing measures: An item response modeling approach

. New

York, NY: 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.

Smarter Balanced Assessment Consortium. (2012, April).

General item specifications

.

Smarter Balanced Assessment Consortium. (2013, June).

Content specifications for the summative assessment of the Common Core State Standards for Mathematics

. Revised

draft.

BibliographySlide17

Item Design (Math)

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the

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