Activity 1.11
Assessment Standards

---

Purposes

1. To review ideas found in the mathematics and science assessment standards and consider how some ideas about assessment have changed
2. To experience an assessment task and relate it to issues surrounding national assessment standards

Uses

This activity can be used in Chapter 1 to develop understanding of the national assessment standards or introduce the rationale for changes in assessment. It touches on Chapter 1, Key 1—Clear and Appropriate Targets, Key 2—Clear and Appropriate Purposes, and Key 4—Bias and Distortion. The activity might also provide an introduction to characteristics of quality assessment that would be expanded on in Chapter 3. This is an intermediate activity.

Rationale

It is important to consider how assessment has changed as a result of the development of national assessment standards. An understanding of national assessment standards can support decisions that affect student experiences, classroom instruction, educational policy, and the development and use of state and classroom assessments.

Materials

• Overhead projector, screen, transparency pens, blank transparencies, blank chart paper and pens
• Overheads A1.11,O1—Assessment Standards Purposes, and A1.11,O2—PossibleFocus Group Questions
• Handouts A1.11,H1—Chickens and Pigs, A1.11,H2—Plant in a Sealed Glass Jar A1.11,H3—Mathematics Assessment Standards; and A1.11,H4—Science Assessment Standards

Time Required

90-120 minutes

Facilitator’s Notes

1. Use Overhead A1.11,O1—Assessment Standards Purposes to introduce the activity as needed.
2. (5-10 minutes) Divide participants into two sub-groups. These groups need not be divided by grade level of students or subjects taught. (There should be one facilitator for each sub-group.) Pass out the Handouts A1.11,H1-2, printed double-sided with math on one side and science on the other). One group will do the mathematics assessment task and the other the science assessment task.

For the mathematics task, allow 5 minutes to work the problem. Instruct participants to attempt to solve the problem in as many different ways as possible. They may work individually, in pairs, or in small groups. Possible answers:

Pigs	14	13	12	11	10	9	8	...	1
Chickens	1	3	5	7	9	11	13	...	27

For the science task, allow 5 minutes to work and instruct participants to think first about their prediction and then write as thorough an explanation of their prediction as time allows. They may work individually, in pairs, or in small groups.

3. (5-10 minutes) In sub-groups, have participants share three or more different ways of approaching the problem. Chart paper could be used.
4. (5 minutes) As a way to use assessment vocabulary and have everyone start at the same place, have each sub-group brainstorm a list of facts (see below) about the assessment they just worked on. Record these facts on chart paper. Remind the sub-group that this is not a discussion—listing the facts will be a beginning point for a discussion that follows.

Facts are statements that can be made about what is known directly from the assessment and not what can be inferred about it. Some examples of facts include:

• The assessment asks for an open-ended response.
• The assessment asks students to solve a problem or make a prediction.
• Students are required to write.

5. (5 minutes) As a bridge between the activity and a discussion about the national assessment standards, briefly introduce the national standards (mathematics or science), provide a little background information (see below) about their development, and orient folks to Handouts A1.11,H4.

Background for Mathematics—The National Council of Teachers of Mathematics (NCTM) has produced three key documents: Curriculum and Evaluation Standards for School Mathematics (1989), Professional Standards for Teaching Mathematics (1991) and finally, the Assessment Standards for School Mathematics (1995).

Reference Box The National Association of Test Directors (NATD) has also established standards for quality assessment that could be used in this activity. For more information, contact Dr. Joe Hansen, Colorado Springs School District No. 11, 1115 N. El Paso St., Colorado Springs, CO 80903, (719) 520-2077, e-mail: jhansen@cssd11.k12.co.us

The Mathematics Assessment Standards were developed because assessment needs to reflect the reform vision of school mathematics. They are based on the premises that:

• All students are capable of learning mathematics, and their learning can be assessed.


• Assessment procedures must no longer be used to deny students the opportunity to learn important mathematics. Instead, assessment should be a means of fostering growth toward high expectations.



• Teachers are in the best position to judge students’ progress.

Background for Science—The National Science Education Standards (1995) were developed as a contribution to the national goal of achieving science literacy for all students. The Standards are directed to all who have interests, concerns, and investments in improving science, education, schools, and society in the United States.

6. (10 minutes) Ask participants to familiarize themselves with the standards by silently reading through the handouts. When finished reading, they can write down some questions or issues they would be interested in exploring with their subgroup.
7. (20-30 minutes) Divide into groups of 4-6 and ask the participants to discuss one or more of the focus questions provided below (Overhead A1.11,O2) and/or other questions that they came up with. After the discussion, each small group will be given 3 minutes to share with the entire group of people (mathematics and science). They should prepare a summary of their conversation on chart paper.

Possible focus group questions: In what ways does the sample assessment address what is recommended in the national assessment standards? For example, does the assessment promote equity and allow students to reach high levels of accomplishment? In what ways does the sample assessment fall short? What would you know about students based on their responses to the sample assessment? What information could this assessment provide that would be useful in making decisions about what is taught and how it is taught? Are there other questions or issues?

8. (20 minutes maximum) Each small group will share a summary of their conversation with the entire large group—3-5 minutes per group. In this way, the science folks will have a chance to hear about some of the issues in the mathematics assessment standards and visa versa. The facilitator can prime the group for the closing activity by asking them to listen for issues discussed by other groups that also applied to their subject's (mathematics or science) assessment standards.
9. (10 minutes) In closing, have participants briefly compare those issues that seemed to be cross-cutting and applied to the assessment standards for both mathematics and science, as well as issues that differed. A note keeper can record these on two pieces of chart paper titled, "Similarities" and "Differences."




This document's URL is:

Home | Up & Coming | Programs & Projects: Assessment | People | Products & Publications | Topics

© 2001 Northwest Regional Educational Laboratory


Email Webmaster
Tel. 503.275.9500