ToolKit98

Toolkit 98 Assessment Sample Index

About the Sampler

An example is worth a thousand words. The purpose of the Sampler is to give you lots of examples to illustrate various points in Toolkit98. In fact, there are 48 samples in math, science, social studies and language arts. Samples cross grades K-12 and cover skills such as writing, reading comprehension, reading fluency, science process skills, math problem solving, communication in math, group skills, critical thinking, conceptual understanding in the content areas, and oral presentation. Features of the Sampler:

Samples are sampled. Because of space limitations we only include a few pages from each sample-at least one complete task and the criteria.
Presence does not imply endorsement. The Sampler is not intended to be a "recommended" set of assessments. It's meant to illustrate design options and provoke discussion. We can learn from both strong and weak examples, and both are included. However, we have not included anything that is unremittingly bad. Every example we have included has interesting features. Few are perfect. The best way to approach the samples is as "critical friends"-it's very easy to criticize alternative assessments; it's very difficult to develop unassailable ones. Let's see what we can learn from the work of others.
Student work. Sometimes we've included samples of student work, although more complete sets are included in Appendix B-Student Work Samples.
Sample Cover Page. Each sample includes a cover page with descriptive and context information, and complete references (in case you want to get complete documents from the original sources).
Sample Arrangement. Samples are arranged in approximate grade level order. When a sample can be used in more than one grade level, it is placed in the sequence for the lowest appropriate grade level. (So, be sure to scan the whole set.)
General Index. In order to assist users to choose sample assessments to use in various activities, descriptive information is provided in the attached table. (Our descriptions apply to the particular part of the assessment we have included. Other parts of the same assessment might have other characteristics.) The index includes information about subject areas, grade ranges, type of tasks, and type of performance criteria. The Index uses lots of codes. The key is on page 8.
Activity Specific Indexes. Several of the professional development activities in Chapters 1-4 of Toolkit98 require assessment samples. Guidance on selection for particular activities is included after the General Index.

General Index

Key to Codes
Task Description

Criteria Description

# Title Content Areas Grades Format Act Response # Ans Setting Task Specific or General Holistic or Analytical Trait Rubric or Checklist

A.1 6-Trait, Beginning Writers W K-2 E W W M I g at r

A.2 Primary Performance Portfolio, Bellingham R K-3 P W,H W,O,V O,M I g at c

A.3 Wauwatosa Developmental Continuum W K-5 E W W M I g h r

A.4 Omnibus Guidelines SS K-5 Criteria used with regular classroom instructional activities g at r

A.5 Juneau Developmental Continuums R,W 1-6 P W,H W,O,V M I g at r

A.6 Sample A.6- Primary Math Portfolio M 1 (K-3) PF W,H W,O,V O,M I,G g h r

A.7 Weathercaster's Helper S 1 (2-6) SA W W O I ts at c

A.8 Illinois Math M 3 (8, 10) E W W O I g at r

A.9 Tall Tales and Fables R,W 2 E W W M I g h r

A.10 6-Trait Model W,I 3-12 Criteria used with any writing activity g at r

A.11 Grade 3 Interdisciplinary Task, Maryland S,R,W 3 SA,E W,H W O,M I,G ts,g h r

A.12 Reading Fluency, NAEP R 4 (2-6) E M O M I g h r

A.13 On-Demand Social Studies, Kentucky SS 4 (8,10) E W W M I,G No criteria described

A.14 How Many Buttons? M 4 P H W M I,G ts h c

A.15 Sample A.15- Aquarium Problem M 4 (5,6) E W W M I ts h c

A.16 Discovering the Problem of Solid Waste S 4 (5,6) SA H W O,M I ts h c

A.17 State Assessment in Social Studies, KS SS 5, 8, 11 P H W,OV M I,G g at r

A.18 Sample A.18- Mathematics Problem Solving, Oregon M 5 (3,8,11) E W W M I g at r

A.19 Kansas State Assessment in Science S 5 (8,11) P H W M G g at r

A.20 Sample A.20-
On-Demand Speaking Sp 5-12 E H O M I g at r

A.21 A Day at the Carnival M 6 (1-5) SA W W O I ts h c

A.22 Learning From Textbooks R 6-8
(9-12) E H O,W M I ts at c

A.23 Sow bugs S 7-9 E H W O I ts at c

A.24 State Reading Assessment, KS R 7-10 SA W W M I g h r

A.25 Acids-Bases S 7-12 P H W O I,G ts at c

A.26 Scored Discussion SS,Sp,G,I 7-12 E H O M G g at c

A.27 Assessment of Learning and Communication Processes, Alberta R,S,SS,CT,I 7-10 P H W,O,V M I,G g at r

A.28 Assessing the Intellectual Quality of Instruction SS,M,CT,I 7-12 Criteria used with regular classroom instructional activities g at r

A.29 Assessing the Intellectual Quality of Student Work M,SS,CT,I 7-12 Criteria used with regular classroom instructional activities g at r

A.30 Thinking Skills Assess., Lake Oswego SS,CT,I 7-12 P W,H W,O,V M I,G g at r

A.31 Hawaii Algebra Grading Process M 8 (7-12) E W,H W,O M I,G g at r

A.32 Mapping the Blue Part M,S 8 SA,E H W O,M I,G ts,g h r

A.33 Maryland Public Release Task in Mathematics M 8 E W W O,M I ts,g h r

A.34 Sample A.34- Performance Assessment in Math, Alberta M 9 (6) E H W M I g at r

A.35 Searching for Equality SS,W 9-12 P H V M I ts at r

A.36 Assessment of Laboratory Skills in High School Students S 9-12 E H W M I g at r

A.37 Sample A.37-
Algebra II M,Sp,G 10 (9-12) E W,H O M I,G g at r

A.38 Historical Investigations, California SS,W,CT,G 10 E H W M I,G g at r

A.39 Math Assessment, Calif. M 10 (4,8) E W W M I g h r

A.40 Activity A.40-Science-New Directions in Assessment S 10 (5,8) E H W M I g h r

A.41 Writing in Chemistry S,W 10-12 E W W M I g at r

A.42 Sample A.42-Science Portfolio (GSE) S 10-12 PF W,H W,V M I g h r

A.43 Kansas State Math Assessment M 11 (5,8) E W W M I g at r

A.44 High School Physics S,W,Sp,G 11-12 P H W,O M I,G g at r

A.45 Senior Project Sp,W,I 12 P H W,O M I g at r

A.46 Small Group Discussion, Alberta LA 12 (7-12) E H O M G g at r

A.47 Technical/Informational Writing Traits W STW Criteria used with whatever technical writing is done by the student g at r

A.48 C-TAP Portfolio I,W STW P,PF,E W,H W M I g at r

Key to Codes

Content Areas/Skills:
CT = Critical Thinking
G = Group Skills
I = Interdisciplinary/Any
M = Math
R = Reading
Sp = Speaking
SS = Social Studies
S = Science
W = Writing
Grades
K-12 = Grades K to 12
STW = School to Work
Number in Parentheses:
Other grades in which the assessment has been developed or other grades in which the assessment could be used
Tasks-Format
SA = Short Answer
E = Extended Response
P = Project
PF = Portfolio
Tasks-Activity
W = Written (paper and pencil only)
H = Hands on (some portion of the task requires action or equipment)
Tasks-Response
W = Written
O = Oral
V = Visual
Tasks-Number of Answers
O = One, or a few, best, answers
M = More than one correct answer
Tasks-Setting
I = Individual (students work alone)
G = Group (students work in groups)
Criteria-Task Specific or General
ts = Task Specific (criteria can be used only with a single task
g = General (criteria can be used across many similar tasks

Criteria-Holistic or Analytical Trail
h = Holistic (one overall judgment is given to the performance as a whole.
at = Analytical Trait (several judgments are given to a performance; each relates to an important dimension of performance)
Criteria-Rubric or Checklist
r = Rubric (judgments based on a rating scale which describes quality)
c = Checklist (judgments based on presence or absence of specific features of work)

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