Assessment on Creating Valid and Reliable Common Assessments

Schools with strong professional learning communities were how many times more likely to be improving academically than schools with weaker professional communities?

• Four times

• Three times

• Five times

• Two times

Which is one of the 4 critical questions of learning?

• How can we engage students in the learning process?

• How will we know if students have learned?

• What are the best teaching strategies?

• How can we improve student learning?

What does DOK stand for in the context of instruction and assessment?

• Diversity of Knowledge

• Development of Knowledge

• Depth of Knowledge

• Degree of Knowledge

What consideration is most important when it comes to Depth of Knowledge (DOK) and developing common assessments?

• Assessment items measure targets at the DOK level where proficiency is expected.

• Students have adequate practice at multiple DOK levels.

• Standardized tests are typically 80% DOK 2 and 3.

• Teachers should choose the item type that best measure a specific DOK level.

Imagine Jackson, Harper, and Evelyn are creating a multiple-choice quiz. What would be the purpose of them designing distractors in their quiz items?

• To confuse their students.

• To provide incorrect options.

• To gather information about their students' learning.

• To make the correct answer more obvious.

Emma, Noah, and Olivia are discussing the concept of 'validity' in assessments. Can you explain it to them?

• It's about the consistency of the assessment results

• It's about the ability to measure what is intended

• It's about the ability to make decisions about students' readiness

• It's about the clarity and accessibility of the assessment language

What is the first step in creating a valid assessment?

• Decide what type of assessment items and how many of each type to use

• Consider the logistics of the assessment

• Determine the level of rigor or cognitive demand

• Identify the specific targets to be assessed

How many items per target are recommended for selected response assessments?

• 1-2 items

• 2-3 items

• 3-5 items

• 5-7 items

Why is reliability important when developing assessment items?

• Reliability tells us what students have or have not learned.

• To measure the target teachers intended students to learn.

• The number of items depends on the number of targets being measured.

• Teachers use the results to provide differentiated intervention and extension.

Maya, Lily, and Aria are having a debate about assessments during their team meeting. They are trying to understand what 'reliability' refers to in this context. Can you help them out?

• It's about the ability to make decisions about students' readiness

• It's about the ability to measure what is intended

• It's about the clarity and accessibility of the assessment language

• It's about the consistency of the assessment results