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Got a Minute?

for Assessments

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The California Coalition for Inclusive Literacy (CCIL)

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Got a Minute?

Time is an educator’s kryptonite.

Plan how to spend your time expanding your knowledge and skills.

Start your learning if you have 10 minutes. If you have 20 minutes you can cover an additional concept. With 45 minutes, you can start and finish this module in one session.

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Materials: Are you Ready?

Materials Needed:

Assessments

Gather an assessment that you plan to use in the future or any plans for future assessments.

Note Taking Guide (http:bit.ly/GaMNTG)

A Note Taking Guide is provided as an option to support your learning during this module.

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Table of Contents:

Plan your learning

Steps 1 - 4

10 Minutes of Learning

Formative & Summative Assessments

Deepen understanding of the purpose of formative and summative assessment.

Steps 1 - 7

20 Minutes of Learning

Construct Relevance

Explore construct relevance and its impact on assessments.

Steps 1 - 9

45 Minutes of Learning

Designing & Redesigning Assessments

Design or revise a literacy assessment.

Got Another Minute?

Additional Resources

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10 Minutes of Learning

Formative & Summative Assessments

Step 1 �Watch video clip on Formative and Summative Assessment (2:35)

Step 2 �Reflect individually or discuss with a colleague

What is the purpose of formative and summative assessment?
How do you use data gathered by formative assessments to inform your instruction?

Step 3 �Watch video clip on Assessment Barriers (1:36)

Step 4 �Reflect individually or discuss with a colleague

What barriers have you seen students experience in their assessments?
How might you begin to address barriers in assessments?

@CAST_UDL | #CASTPL

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10 Minutes of Learning

Formative & Summative Assessments | Key Points

There are both formative assessments, which are short and help educators determine where there may be gaps in student learning, and summative assessments, which are large end of unit measures.

We can identify and reduce barriers, or roadblocks that prevent students from achieving a learning goal. Barriers can include background information, instructions presented in only one way, and social/emotional demands. Sometimes there are barriers in the design of the assessments.

Barriers reside in the design of the environment—not in students themselves.

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20 Minutes of Learning

Construct Relevance

Step 5 �View video clip on Construct Relevance (2:19)

Step 6 �Reflect individually or discuss with a colleague

What is construct relevance?

Step 7 �Review one of your assessments or the provided assessment examples. Analyze the construct and how it aligns with the assessment. Consider the following:

Where do you see construct irrelevance?
How might you address the barriers created by construct irrelevance?
How can understanding construct relevance improve the quality of assessment in your practice?

@CAST_UDL | #CASTPL

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20 Minutes of Learning

Construct Relevance �Key Points

Construct is the knowledge, skills, or abilities being measured by an assessment item.

The methods or materials used in an assessment demand additional skills or understanding not directly connected to what is being measured or tested. These are construct-irrelevant features that create barriers for some students, so we do not get an accurate measurement of the construct (or the knowledge, skills, or abilities).

@CAST_UDL | #CASTPL