1

Assessments that

IMPROVE

LEARNING

Thomas R. Guskey

For help or additional information:

Thomas R. Guskey

College of Education

University of Kentucky

Lexington, KY 40506

tguskey.com

guskey@uky.edu

@tguskey

859-221-0077

Learning Targets

1. Recognize the need for classroom assessments

to serve as learning tools rather than evaluation devices.

2. Understand the effective use of traditional and alternative

assessments to measure different learning goals.

3. Develop guidelines for implementing high-quality classroom

assessments.

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6 Crucial Steps

for Effective

Assessment

Practice

1. Begin with assessment

purpose and level.

Purposes and Levels of Assessments

Purpose Level

Classroom Benchmark Annual

Formative (Inform & Support)

Summative (Judge & Evaluate)

Why?

Who?

What?

Why?

Who?

What?

Why?

Who?

What?

Why?

Who?

What?

Why?

Who?

What?

Why?

Who?

What?

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Essential Question:

Is your purpose as an educator

to select talent,

or to develop talent?

What level has the most direct and most

powerful influence on student learning?

Purpose Level

Classroom Benchmark Annual

Formative (Inform & Support)

Summative (Judge & Evaluate)

X

X

2. Small differences in

assessments

yield big differences in

what is measured!

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A Complex Problem:

2 3 5 + = 3 4 7

Assessment Formats Traditional Assessments

True / False

Matching

Multiple-Choice

Completion

Essay / Short Answer

A Complex Problem:

Find x :

3 c

m

4 cm

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Assessment Formats Traditional Assessments

True / False

Matching

Multiple-Choice

Completion

Essay / Short Answer

Assessment Formats

True / False Problem:

T Solution:

T F 1. One of the ...

Matching Problem: Format Solution:

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxx xxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

xxxx xxxxxxxxxxxxxxxxx

__ __________

__ __________

__ __________

__ __________

__ __________

__ __________

__ __________

__ __________

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

xxxxxxxxxxxxxxxxx xxxx

Assessment Formats

Multiple-Choice Items: Include common errors to

diagnose learning problems

1. 1.2 + .23 = ____

a. 3.5

b. .35

c. 1.43

d. 14.3

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Name ________________ Name ________________

Date ________________ Date ________________

1. A B C D E ______ 1. A B C D E ______

2. A B C D E ______ 2. A B C D E ______

3. A B C D E ______ 3. A B C D E ______

4. A B C D E ______ 4. A B C D E ______

5. A B C D E ______ 5. A B C D E ______

6. A B C D E ______ 6. A B C D E ______

7. A B C D E ______ 7. A B C D E ______

8. A B C D E ______ 8. A B C D E ______

9. A B C D E ______ 9. A B C D E ______

10. A B C D E ______ 10. A B C D E ______

11. A B C D E ______ 11. A B C D E ______

12. A B C D E ______ 12. A B C D E ______

13. A B C D E ______ 13. A B C D E ______

14. A B C D E ______ 14. A B C D E ______

15. A B C D E ______ 15. A B C D E ______

16. A B C D E ______ 16. A B C D E ______

17. A B C D E ______ 17. A B C D E ______

18. A B C D E ______ 18. A B C D E ______

19. A B C D E ______ 19. A B C D E ______

20. A B C D E ______ 20. A B C D E ______

Tallying Assessment Results

Assessment Analysis

(# of Errors / Item)

1. / 11. ///

2. /// 12. //// //// //// //

3. 13. //

4. // 14 ////

5. //// 15.

6. / 16. ///

7. //// //// /// 17. //// /

8. //// //// //// 18. //

9. /// 19. /

10. // 20. //

Common Formative Assessment Results

Formative Assessment 3

Item Jen Michael Chris

1 ||| |

2 || | ||

3 |||| |||| |||| | ||| ||

4

5 ||| | |||

6 | ||| |

7 || |||| |||| |||| |||| |||| |||| |

8

9 |||| |||| |||| | |||| |||| ||| |

10 ||| | |||

11 | || |

12 |||| |||| |||| |||| |||| |||| || |||| |||| |||

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Assessment Formats Alternative Assessments

Skill Demonstrations

Oral Presentations

Task Performances

& Complex Problems

Compositions & Writing Samples

Laboratory Experiments

Projects & Reports

Group Tasks or Activities

Portfolios

The Key To Success with

Alternative Assessments:

Clearly specified

performance criteria

or scoring rubrics.

What is a Rubric?

“A coherent set of criteria for

students’ work that includes

descriptions of levels of

performance quality on the

criteria.” (Brookhart, 2013)

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Essential Aspects of a Rubric

1. Set of criteria for a performance or piece of work:

-- What counts?

2. Descriptions of levels of quality for each criterion:

-- What is ‘Excellent’? What is ‘Poor’?

Purpose of a Rubric

“Rubrics don’t judge the performance;

they describe the performance.”

(Brookhart, 2013)

Types of Rubrics Types of Rubrics

Compliance rubrics Focus on required elements, checklists, or counts.

Learning rubrics Describe levels of quality in performance.

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Example of a Compliance Rubric

Homework (Process Criterion) [Count / Frequency]

Criteria 4 3 2 1

Completion All assignments completed

and turned in on time.

1-2 assignments

missing or turned in late.

3-4 assignments

missing or turned in

late.

Multiple assignments

missing or turned in

late.

Example of a Compliance Rubric

Class Participation (Process Criterion) [Count / Frequency]

Criteria 4 3 2 1

Discussion Contributes daily to

class discussions.

Contributes regularly to

class discussions

Contributes

occasionally to class

discussions.

Contributes only rarely

to class discussions.

Activities Enthusiastically takes part

in all class activities.

Regularly takes part in

class activities.

Occasionally takes part

in class activities.

Rarely takes part in

class activities.

Example of a Compliance Rubric (Brookhart, 2013)

Poster Project (Product Criterion) [Number / Count]

Criteria 4 3 2 1

1. Facts

Poster includes at least 6

facts and is interesting to

read.

Poster includes 4-5 facts

and is interesting to read.

Poster includes at least

2-3 facts.

Several facts are

missing.

2. Graphics

All graphics are related to

the topic and make it easy

to understand.

One graphic is not

related to the topic.

Two graphics are not

related to the topic.

Graphics do not relate

to the topic

3. Grammar

There are no mistakes in

grammar, punctuation, or

spelling.

There are 1-2 mistakes in

grammar, punctuation, or

spelling.

There are 3-4 mistakes

in grammar,

punctuation, or spelling.

There are more than 4

mistakes in grammar,

punctuation, or spelling.

4. Neatness

Poster is exceptionally

attractive in terms of

design, layout, and

neatness.

Poster is attractive in

terms of design, layout,

and neatness.

Poster is acceptably

attractive, although

parts are messy.

The poster is messy or

very poorly designed.

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Example of a Learning Rubric (Brookhart, 2013)

Writing Projects (Product Criterion)

[Levels of Quality]

Criteria 4 3 2 1

1. Content

Thesis is clear.

A large amount and

variety of evidence

supports the thesis.

All materials are

relevant

Information is

accurate.

Appropriate sources

were consulted.

Thesis is clear.

An adequate amount

and variety of evidence

supports the thesis.

Material includes

details. Information is

mostly accurate.

Appropriate sources

were consulted.

Thesis is somewhat

unclear.

Some evidence supports

the thesis.

Some material is relevant.

Details are lacking.

Information includes some

inaccuracies.

Some resources were

appropriate.

Thesis is not clear.

Much of the evidence

is irrelevant to the topic

or inaccurate.

Details are lacking.

Appropriate sources

were not consulted.

Writing Projects (Product Criterion) [Levels of Quality]

Criteria 4 3 2 1

2. Reasoning

and Evidence

Information is clearly

and explicitly related to

the points in the

material.

Information is organized

in a logical manner and

presented concisely.

Flow is good.

Information is clearly

related to the points in

the material, although

not all connections are

explained. Information

is organized in a logical

manner.

Flow is adequate.

Some information is

related to the points in

the material, but

connections are not

explained.

Information is not

entirely organized in a

logical manner.

Flow is choppy.

Information is not related

to the points in the

material.

Information is not

organized in a logical

manner.

Material does not flow.

3. Clarity

Few errors of grammar

and usage; any minor

errors do don’t interfere

with meaning.

Language style and

word choice are highly

effective and enhance

meaning.

Some errors of grammar

and usage; errors do not

interfere with meaning.

Language style and

word choice are

generally effective and

appropriate to the

project.

Major errors of grammar

and usage begin to

interfere with meaning.

Language style and

word choice are simple

bland, and not very

effective or appropriate.

Major errors of grammar

and usage make

meaning unclear.

Language style and

word choice are

ineffective and/or

inappropriate.

Example of a Learning Rubric (Brookhart, 2013)

Group Participation (Process Criterion) [Levels of Quality for Student Self-Assessment]

Criteria 4 3 2 1

1. Goal-setting

and focus

I helped set my group’s

goals and helped keep

the group focused.

I helped set my group’s

goals and stayed

focused on them.

I accepted the goals

that other group

members set.

I resisted the goals we

set and got the group

off-task.

2. Personal

contribution

I contributed something

very important to our

work.

I contributed something

important to our work.

I contributed something

to our work.

I didn’t contribute to our

work, or I did contribute

but the group made me

do it.

3. Attention

I listened to other group

members and

responded in a helpful

way.

I listened to other group

members.

I talked to much or

didn’t listen to other

group members.

I distracted the group

by what I said and did.

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Simple Guideline for Developing

“Graduated Levels of Quality” 4 Yes

3 Yes, but ...

2 No, but ...

1 No

See: Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom.

Thousand Oaks, CA: Corwin Press.

Why Use Rubrics? 1. They are powerful tools for teaching and assessment.

2. They help students become more thoughtful judges of their own work.

3. They reduce the time teachers spend evaluating students’ work.

4. They allow teachers to accommodate individual differences in heterogeneous classes.

5. They are easy to use and explain.

6. They improve objectivity in scoring.

Tips for Designing Rubrics

1. Begin with “Models of Excellence”

2. Avoid unclear language (e.g., “A creative beginning”)

3. Avoid unnecessary negative language

4. Involve students in the process

See: Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom.

Thousand Oaks, CA: Corwin Press.

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3. Simple questions can reveal

deep understanding!

Multiple-choice items can measure complex behaviors!

A boat with a rock in it is floating in a pool of water. A mark

is made to show the level of the water on the side of the pool.

The rock is thrown overboard and sinks. What happens to the

level of water on the side of the pool? Is it now?

a. Below the mark

b. Above the mark

c. Did not change

d. Not enough information to know

Sample Question:

Why is it warm in summer

and cold in winter?

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Private Universe

https://www.learner.org/vod/vod_wind

ow.html?pid=9

4. Start with learning goals,

NOT assessment

format!

Essential Questions in

Planning Assessments

1. What do I want students to learn?

(Content / Knowledge)

2. What do I want students to be able to do?

(Processes / Behaviors)

3. What evidence best reflects that learning?

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These ideas are

not new!

Basic Principles of Curriculum

and Instruction (1949)

Two Fundamental Decisions: A. What do I want students to learn?

B. What evidence would I accept to

verify their learning?

Ralph W. Tyler

5. Assessments must be an integral

part of the instructional process.

Assessments should be

learning tools,

Not evaluation devices

that mark the end

of learning.

Implication #1

Assessments must be

Sources of

Information for students and teachers.

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Implication #2

Assessments must

be followed by

High Quality

Corrective

Instruction.

Different presentation Different

engagement

Correctives must include:

Different learning styles

Different learning modalities

Different types of intelligence

Not repetition of the initial

instruction!

Correctives include:

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Implication #3

Students must be

given a

second chance to show improvement!

“Spectacular achievements

are always preceded by

unspectacular preparation.”

Roger Staubach

How do I use formative

assessments in my classes?

Questions / Concerns

Time vs. Coverage?

Motivation?

After the 2nd Assessment?

Grading?

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6. Ensure early success!

1. Begin with assessment purpose and level.

2. Small differences in assessments yield big differences in what is measured.

3. Simple questions can reveal deep understanding.

4. Start with learning goals, not assessment format.

5. Assessment must be an integral part of instruction.

6. Ensure early success.

6 Crucial Steps for Effective

Assessment Practice

Guidelines for

Better Practice

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1. Adapt assessments

to fit student learning goals.

What do we want students to

learn and be able to do?

What evidence best reflects that

learning?

2. Feedback first;

evaluation second!

Our primary goal is

student learning.

Better assessments =

better feedback!

3. Feedback must include guidance and direction on how to improve!

Different from initial instruction

Adapted to individual students’

learning needs

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For help or additional information:

Thomas R. Guskey

College of Education

University of Kentucky

Lexington, KY 40506

tguskey.com

guskey@uky.edu

@tguskey

859-221-0077