Developing Curriculum-Agnostic, Instructionally Relevant Assessments

Session Type: Coordinated Paper Session

Abstract

Ongoing efforts to incorporate assessment systems in classrooms rely on assessments providing evidence of students’ current understandings, skills, or reasoning patterns in actionable ways (Pellegrino, diBello, & Goldman, 2016). Such assessments must satisfy the need for instructional relevance through proximity to the learning environment while being broadly applicable and supported by sophisticated validation approaches often reserved for distal assessments (Ruiz-Primo et al., 2012). In this session, we bring five papers that illustrate evidence-centered approaches to designing instructionally relevant computer-based assessments in key domains of middle school math and science. We will conclude with comments from discussant Jim Pellegrino.

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Helena Connolly

Individual Presentations

• Using Cognitive Models to Develop Instructionally Relevant Assessments - Helena Connolly; Gavin Fulmer, HMH; Shiv Karunakaran, HMH; Susan Kowalski, HMH; Tyler Matta, NWEA

• Developing an Assessment of Student Reasoning About Ratio - Helena Connolly; Shiv Karunakaran, HMH; Colleen Oppenzato, HMH; Tyler Matta, NWEA

• Developing an Assessment of Student Reasoning About Chemical Reactions - Katherine Lazenby, HMH; Gavin Fulmer, HMH; Susan Kowalski, HMH

• Developing an Assessment of Student Understanding About Fraction Division - Colleen Oppenzato, HMH; Helena Connolly; Erik Ruzek, HMH; Tyler Matta, NWEA

• Putting the Cognitive in Cognitive Diagnostic Models - Daniel Katz, NWEA; Yon Soo Suh, NWEA; Meredith Langi, WESTED; Tyler Matta, NWEA

Discussant

• James Pellegrino, University of Illinois at Chicago