Assessments are designed to serve particular purposes; they tend to serve their intended purposes well and their unintended purposes not as well. Similarly, the assessment use we’re interested in always takes place within a disciplinary, personal, and organizational context, hopefully with particular intended questions, decisions, and actions. The assessment literacy needed to do these things well goes well beyond understanding a test score report. This opening session lays a common foundation for us to view the interaction of assessment design, context, and literacy.
Fit the Assessment to Intended Purpose and Uses – Erika Hall
Assessments: Beyond the claims – Jeri Thompson
Assessment Literacy Framework – Charlie DePascale
Developing specific assessment skills
Assessment literacy encompasses a wide range of knowledge and skills. Participants may choose topics according to their own interests. Session III consists of three 45-minute Rounds. Each Round offers a session dealing with Assessment Literacy framework, foundational topics (Literacy 101), Evaluating quality of assessments, Specific assessments (competency/performance/interim+summative), and a session with the case study leaders. Attendees should choose one session to participate in each of the Rounds.
| Round/Strand | Topic | Presenter |
|---|---|---|
| ROUND 1 | ||
| Strand 1: Framework | Context in Assessment Literacy – The importance context plays in determining the specific testing, measurement, and data use knowledge and skills needed for assessment literacy | Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner |
| Strand 2: Literacy 101 | Data Rich/ Information Poor | Chris Domaleski |
| Strand 3: Evaluating quality | Evaluating content quality of assessments B1 C1 |
Thanos Patelis |
| Strand 4: Specific assessments | Assessment of competency and personalized learning systems | Scott Marion |
| Strand 5: Case study depth | Principals helping teachers assess in diverse content areas | Mike Hardy |
| ROUND 2 | ||
| Strand 1: Framework | Assessment Literacy in Context – The role of assessment literacy in addressing specific educational issues faced by teachers and administrators | Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner |
| Strand 2: Literacy 101 | Analyzing student work for instructional decision making | Jeri Thompson |
| Strand 3: Evaluating quality | Evaluating technical quality of assessments | Erika Hall & Susan Lyons |
| Strand 4: Specific assessments | Exploring open questions in the design and use of interim and summative assessments in the context of the Next Generation Science Standards | Nathan Dadey |
| Strand 5: Case study depth | Assessing transfer skills | Christy Kingham |
| ROUND 3 | ||
| Strand 1: Framework | Crowd-sourcing Assessment Literacy – Describing a platform for the development of interactive assessment literacy modules that are (i) browser based, (ii) immediately publishable/available via the web, and (iii) suitable for collaboration/sharing with others. | Amy Sharp, Kelli Ryan, Charles DePascale, & Damian Betebenner |
| Strand 2: Literacy 101 | Improving stakeholder data literacy for program evaluation | Joseph Martineau |
| Strand 3: Evaluating quality | Promoting and evaluating quality of local assessments | Caitlin Byrne, Susan Lyons & Erika Hall |
| Strand 4: Specific assessments | Interpreting interim assessment results | Brian Gong |