Keeping Score (1999) / Chapter Skim
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Chapter 5: Alignment and Standards-Based Assessments
Chapter 5: Alignment and Standards-Based Assessments
Pages 71-80
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From page 71... ...
Just as it is possible to link a given textbook to various state standards in a cursory way (or to link a whole range of standards to a single textbook) and call it standards-based, it is also possible to map any given test or assessment instrument to a wide range of standards in the same fashion.
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From page 72... ...
He provides useful criteria that can be used by district or state assessment adoption committees. This chapter highlights some of Webb's criteria, applies them to the New Standards Performance Standards and corresponding Reference Examinations, and discusses more general issues that might arise in their application.
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From page 73... ...
Putting Mathematics to Work Reference Examination Reporting Category Conceptual Understanding Mathematical Skill Mathematical Problem Solving There is clearly no stringent alignment between these performance standards and the reporting categories. For example, Putting Mathematics to Work cannot be assessed using the Reference Examir2atio7~ because this standard asks students to use mathematics to complete extended tasks and projects.
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From page 74... ...
Webb's Depth of Knowledge category judges how well the cognitive demands of the assessments match the expectations outlined in the standards on which they are based. This category calls for an expert judgment on whether the assessments contain tasks comparable to what the standards suggest that they should be able to do.
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From page 75... ...
The Range of Knowledge category evaluates bias in the way the components of an assessment sample the expectations expressed in the various components of the corresponding standards. To be aligned, the range of expectations should be reflected in the range of assessments.
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From page 76... ...
The Balar~ce of Representation category requires that expectations be given comparable emphasis in both the standards and the assessment. The balance of representation category is important because it ensures that attributes of the standards are not simply paid lip service in the assessment but instead are assigned weights that reflect their actual importance.
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From page 77... ...
The final category addressed under Webb's Content Focus concerns Dispositional Consonance. This category is designed to ensure that assessments do not simply ignore those aspects of disposition that the standards attempt to cultivate, including, for example, belief that mathematics is valuable and confidence in one's own ability.
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From page 78... ...
Similarly, it is important that assessments be designed so that success depends upon mathematical understanding and not only upon unusual talent or special insight. Bond reminds us that it is not enough only to eliminate bias that counts against some portions of the population: It is important to note that specific issues of bias and fairness, and the more general issues of unintended negative consequences, involve not only the elimination of elements in assessment that unduly disadvantage minority persons but also the elimination of construct irrelevant elements that may subtly ad vantage majority persons over others [italics in original]
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From page 79... ...
This will help ensure that important aspects of the standards are not inadvertently overlooked. Use multiple assessment measures whenever possible.
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From page 80... ...
Perhaps more students would develop their repertoire of basic mathematical skills as they worked on challenging non-routine problems. There would be fewer instances of tightly sequenced instruction and assessment, and more students who put their mathematics to work in ways that demonstrate an integrated and robust understanding.
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