BEAM

Develop the Assessment
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Treasure chest filled with assessment information

It is wise to know the definition of develop

before moving into the development of an

assessment. This will assist in the

understanding of the process that is

necessary in producing valid and reliable

results of assessing.

Click the bookworm

to view the definition.

Upon reviewing the definition, the correlation

of development within the assessment process

becomes very clear. In order to successfully

develop assessment educators can no longer

revere assessment as merely a grade placed

in the grade book!

		The assessment needs to present a clear
		picture of the expectations designed
		around well-defined criteria.
		The assessment needs to become a
		clear picture of accomplishments and
		progress throughout the learning
		process.

Idea! The information provided in this component of the module details developing assessment that targets selected standards and specifically explains the types, methods, and tools necessary to measure achievement of those standards. Within the section of this component that addresses types of assessment, frameworks are included for communicating results through effective feedback.

Since it is recommended for assessment to remain

tightly aligned to the targeted goal, it is important

to review the role of standards. This reemphasizes

the need to understand the essence of always

matching the assessment to the intended

assessment purpose.

Keep in mind at all times that the assessment

must measure what it says it measures!

As a real life example, you will be asked to

refer to the treasure hunt for alignment checks.

Standards Revisited

High standards are the center of

everyday life in almost every field or

endeavor. To this end, it is necessary to

revolve education around targeted goals

(standards), thereby enhancing learning and

improving student academic achievement.

The aim is to clearly define learning

targets. Florida's Sunshine State Standards

provide explicit direction for student learning

by defining subject specific content and

performances.

Remember, there are 5 parts of the code

within Florida's Sunshine State Standards

that are used throughout grades K - 12. The

strand and standard do not change within

each subject area even when the learner

levels change. It is the benchmark that gives

you a more specific level of information within

an identified standard (all grade levels). The

benchmarks lend themselves to the

specificity necessary to assess understanding.

Make a real connection and think back to

the treasure hunt. Refer to the diagram

below and click each number to review

the parts of the code.

Do you know the code?

Notice with each subsequent part of the

code, the targeted goal becomes more

specific. Each part of the code details explicitly

what the student should know and be

able to do.

Remember, assessment is directly

connected to a targeted goal (learning

objective), and must at all times remain

aligned to the selected standard and

benchmark. Pause for a few moments

for an alignment check based on an

example using the parts of the code for

Florida�s Sunshine State Standards.

Check for Alignment

Think about the treasure hunt. As you

progress through your journey, remember

first and foremost is to maintain alignment

with the targeted goal.

You have just discovered a treasure

(Subject) that is buried (Strand)

in a treasure chest (Standard).

Use your key to unlock the treasure chest.
Click the chest below.

Did your results meet the requirements

of the intended targeted goal?

Yes


Click the Key to Understanding


Time to reflect.

Mr. Stringfellow suggests that you pause for

reflection. Think about the development of

your selected assessment. With this in mind,

answer the two questions below.

Did you develop the assessment

addressing learning levels of

achievement, or merely as a 'grade?'

Did you develop the Reflection Graphic

assessment presenting a clear detailed picture of the intended assessment purpose?