An Introduction to Student-Involved Assessment FOR Learning

Rick J. Stiggins

Chapter 6:Written Response (Essay)

Assessment

ARLEEN SALAZAR AND NATASHA SZALA

EDUG 610
DR. GIL
SPRING 2013
 What types of
essays might
students be
required to write
outside of school?
Achievement Targets

Knowledge (can also be a pre-requisite target)

Reasoning (can also be a pre-requisite target)
Performance Skills
Products
Key terms

Short-essay
Short answer
Essay
Rubric
Scoring criteria
Professional judgment
Matching methods to targets

Knowledge
Selected response might be best method
However, when assessing relationships among ideas, the essay
assessment is a good option.

Example: Explain the differences and similarities between ratio

and proportion.
Matching methods to targets

Assessing Reasoning
Subject knowledge + understanding +reasoning skills= solution
Target best-matched with method
Ask students to analyze, compare, contrast, draw and defend
inferences, etc.
Key question: Do students know how and when to use the
knowledge they have at their disposal to reason and solve
problems?
Keys to assessing reasoning

Begin with a highly refined vision of the reasoning pattern.

Translate that vision into clear, focused essay questions and
criteria (rubric).
Use novel material
Present problems that are new at the time of assessment.
Example: Using what you know about the causes of air pollution in
cities, propose two potentially useful solutions. Analyze each in
terms of its stregths and weaknesses. (20 points)
Matching methods to targets

Performance Skills
Essays can be performance assessments in ELA
However, they can only display prerequisite knowledge in
other content areas.
Matching methods to targets

Products
ELA vs. other subjects
When assessing writing as a product (ELA)
Consider
Content (thesis, evidence, etc.)

Form (structure, mechanics, etc.)

Reasoning (use of evidence, etc.)

When do I use the Essay Assessment?

When your students are proficient in the language.

May include academic language
When you have time to score accurately.
Students can sometimes be involved in the process.
Judgment in Scoring

Can anyone think of a time when they received two

different scores on one essay?
Inconsistent scores -> unreliability
Use high-quality scoring guides
Use professional judgment
Bias and subjectivity
Subjectivity of assessment need not be a source of innacuracy.
pg. 123
Developing the Essay Assessment

1. Specify the knowledge students need to have.

This is where the use of a blueprint will help.
2. Identify the reasoning patters or problem-solving
strategies they will carry out.
- Using words like analyze, compare and contrast, identify the
main a idea
3. Point the direction to an appropriate response
without giving away the answer.
Developing the Essay Assessment: Example
(1)During this term, we
have discussed the process
of photosynthesis in plants.
(2)Using this knowledge,
explain how the process is
helpful to all living
organisms. (3)As you
write, be sure to explain
the different stages of
photosynthesis, and how it
applies to everyday life.
1. Specify the knowledge
students need to have.
2. Identity the reasoning
patters or problem-
solving strategies they
will carry out.
3. Point the direction to
an appropriate
response without giving
away the answer.
Developing Essay Scoring Procedures

Students can succeed in reality and in their own

minds only if they understand what it means to
succeed (Stiggins, p. 130)
Statethe meaning of success up front
Design instruction to help students succeed
Use assessments that reflect the vision of
success
Developing Essay Scoring Procedures

Key to success = the clear articulation of appropriate

evaluation criteria
Developing Essay Scoring Procedures

First, Evaluate What, Exactly?

Can judge 3 different qualities of
work:
Knowledge & understanding
Reasoning
Characteristics of effective communication (mechanics, word
choice, organization) *(ELA target)

Examples from your teaching experience?...

Developing Essay Scoring Procedures

Scoring Options

The Checklist

Essay Scoring Rubrics

Essay Scoring Options: The Checklist
We award points when specific ingredients appear in
students answers
Example: *Figure 6.3, p. 131:

Score Responses as Follows:

2 points if the response lists any of these six procedures and defends each
as a key to conducting sound performance assessments:
Specify clear performance criteria
Sample performance over several exercises
Apply systematic rating procedures
Maintain complete and accurate records
Use published performance assessments to verify results of classroom
assessments
Use multiple observers to corroborate
Essay Scoring Options: Essay Scoring Rubrics

Holistic Rubrics: one overall judgment

captures the teachers evaluation
Example (p. 132):

3 The response is clear, focused, and accurate.

Relevant points are made
2 The answer is clear and somewhat focused, but
not compelling. Support of points made is limited
1 The response misses the point, contains
inaccurate information, or demonstrates lack of
mastery of the material. Points are unclear
Essay Scoring Options: Essay Scoring Rubrics

Analytical Rubrics: Evaluate the content coverage

of the response separately from other important
features
Example criteria:

Demonstrated mastery of
content
Organization of ideas
Soundness of reasoning
demonstrated
Guidelines for Essay Scoring
*(Figure 6.4, p. 133)*

Set realistic expectations and performance standards

that are consistent with instruction and that promise
students some measure of success if they are prepared.
Check scoring guides against a few real responses to
see if any last-minute adjustments are needed.
Refer back to scoring guidelines regularly during
scoring to maintain consistency.
Score all responses to one exercise in one sitting
without interruption to keep clear focus on standards.
*WHY???
Guidelines for Essay Scoring Continued
*(Figure 6.4, p. 133)*

Evaluate responses separately for matters of content

(knowledge & reasoning) and matters of form (writing
proficiency).
*WHY???
Provide feedback in the form of points and written
commentary if possible.
If possible, keep the identity of the respondent anonymous
when scoring.
*WHY???
Try to have two independent qualified readers score the
papers.
*WHY???
Barriers to Sound Essay Assessment
*(Figure 6.5, p. 134)

How can we ensure our essay assessments are valid

and reliable?
What actions should be taken to counter these
potential sources of problems?
*(Write your answers on this handout & share)
Lack of target clarity
Wrong target for essay
Lack of writing proficiency on
part of respondents
Inadequate sample of exercises
Poor quality exercises
Poor quality scoring
Student Involvement in Essay Assessment
*(Figure 6.6, p. 135)*

Refer to the list on page 135 or come up with your

own ways to involve students in essay assessment:
How would you apply this in your own classroom?

*(Write your answers on this handout & share)

Instructional Constraints

Although students can be involved in the grading

process, final grading/scoring is up to you
Time
Validity of questions
Student writing skills
Subjectivity vs. objectivity
Tips

Choose resources wisely when using/creating essay

assessments
Use a well-developed rubric
Grade for thinking and writing separately (rubric)
Any others tips??
Activity!

Identify the type of learning target your given essay

question is meeting.
Is it an essay assessment, a product, or a
performance assessment? Why?
Is it a valid and reliable question? Why or why not?
Consider the context of your given essay question.

We will discuss and share with the class!

Essay Assessment Reflection

Which of your questions about essay assessment can

you now answer? Any new insights?
What new questions have come to mind as a result
of your study of this chapter?

*(Write & discuss)