Designing Classroom Assessments With the Use and Users in Mind

• In Event: Innovations in Designing, Implementing, and Evaluating Classroom Assessments Based on Learning Theories

Abstract

Plausible interpretations of assessments are articulated as use cases, which specify the ways in which end users are expected to interpret and make decisions from test results (Penuel et al., 2014). In general, results from classroom assessments are used to guide instructional decisions; however, these decisions are often underspecified for teachers, leaving them with ample data but little actionable information. Moreover, specifying a use-case for a learning progressions-based classroom assessment may necessitate careful consideration of teachers’ needs and preferences because of their novelty. As such, because teachers are the end-users of classroom assessment data, their decision-making needs, preferences, and prior experiences should be considered when specifying the use case for a particular classroom assessment. Integrating principles of human-centered design (HCD) into the process of specifying the use case for classroom assessments may support greater cohesion between the intended and enacted uses of classroom assessment results.

HCD seeks to better understand end users’ perceptions and perspectives that can serve as the basis for defining the problem and initializing the ideation phase of a solution framework from a user-centered perspective (Giacomin, 2012). With these initial conceptualizations, rapid prototypes are created and tested. HCD is particularly well suited for establishing an assessment use case because it situates the test developer within the minds and actions of the end users. In this presentation, we describe the HCD process and outcomes of the iterative development of the use case (including score reports) for a learning progressions-based classroom assessment systems in early mathematics.

Data were collected from eight to ten elementary school teachers through a series of structured focus groups that employed HCD techniques. The first focus group helped our research team understand the problems teachers face when using classroom assessments in mathematics. We observed teachers’ in-situ classroom assessment practices to further our understanding of the problem. Moving to ideation of the solution framework, we prompted teachers to critically examine their current assessment practices and prioritize their needs. Teachers were introduced to learning progressions and considered how they can inform instructional decisions. Next, we developed initial prototypes of use case scenarios including sample score reports. Through an ongoing process, we continued iterative development of the use case scenarios and accompanying score reports until we arrived at testable prototypes. This process has implications for authentic test development practices that are reflective of the end users’ needs.

Authors

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Jennifer R. McMurrer, The George Washington University

• Tina Barton

• Cassandra Hatfield, Southern Methodist University