From Session 2 of the 2021 Convening: Claims are the foundation for design and validation. This session will include representatives from states and vendors to address some or all of the following:
- Recapping problems states are trying to solve.
- What are the key features of the particular design in relation to the specific claims?
- What is the rationale for various designs?
- How are these designs intended to address the stated problems?
- What assumptions do the various designs make about how students learn such as described by the cognition vertex of the assessment triangle (NRC, 2001). Additionally, what assumptions do the various models hold about how learning grows and develops through the year?
- How are the various designs intended to interact with curriculum and instruction? For example, does the through-year model assume that certain topics will have been taught in certain ways by specific points in the year?
- What are the main summative claims being made for the through-course system? What are additional claims other than summative claims?
- How do these claims overlap with claims from a more standard end-of-year assessment system?
- What are the claims being made for the scores from the “through year” components?
- What are the claims being made at the end of the year in a through-year system?
- What is the theoretical and/or empirical evidence in support of the various claims?
Watch the presentation here.
Session 2 slides: Framing, Use Cases & Claims, & Panelist Remarks
