Table of Contents
Content Home
Welcome
Module Orientation
Pre-Assessment
Unit 1: Introduction and Overview
Unit 2: California State Assessment System
Standardized Testing and Reporting Program
New State Assessment System
Smarter Balanced Assessments
Computer Adaptive Technology
A Balanced Assessment System
Assessment Methods and Item Types
Smarter Balanced Preliminary Blueprints
Smarter Balanced Practice Tests
Supporting All Students in California’s Assessment System
Summary of Unit 2
Unit 3: Assessment Literacy for Educators
Purposes and Uses of Assessment
Assessment Information Usage
Types of Assessment Information
Integrated Teaching-Assessment Cycle
Assessment Literacy at the Classroom Level
Assessment Literacy Defined
Assessing Student Learning
Council of Chief State School Officers
Attributes of Assessment-literate Teachers
Summary of Unit 3
Unit 4: Developing Standards-based Instructional Learning Targets
Preparing and Planning for Instruction and Assessment
Planning for Instruction and Assessment
Assessment Targets
Developing Instructional Learning Targets
Summary of Unit 4
Unit 5: A Balanced Assessment System
Multiple Levels of Assessment
Sources of Assessment Data
Effective, Appropriate Use of Assessments and Assessment Data
Categorizing Different Types of Assessments
Summative Assessment: Assessment of Learning
Formative Assessment Practices and Tools: Assessment for Learning
Peer Assessment
Assessment Vignettes
Summary of Unit 5
Unit 6: Identifying, Developing, and Implementing Sound, Quality Assessments
Identifying, Selecting, and Developing Appropriate Classroom Assessments
Key Concepts in Accurate Measurement: Validity
Key Concepts in Accurate Measurement: Reliability
Key Concepts in Accurate Measurement: Fairness
Assessment Accessibility
Selecting and Developing Appropriate Classroom Assessments: Assessment Methods
Developing Better Assessments
Instructionally Embedded Formative Assessment: Checking for Understanding Strategies
Checking for Understanding on a Daily Basis
Using Think-Pair-Share to Check for Understanding
Summary of Unit 6
Unit 7: Analyze & Act: Appropriate & Effective Use of Assessment Data
Assessment Data
Using Rubrics to Evaluate Student Work
Involving Students in Using Rubrics
Analyzing and Interpreting Data: Mining Item-Level Data
Item Analysis
Item Analysis: Group Data
Item Analysis: Analyzing Patterns in Individual Data
Item Analysis: Analyzing Constructed-Response Items
Item Analysis: Item Deconstruction
Hazards of Mining Item-Level Data
Item Analysis Review
Acting on the Data: Now What, So What?
Developing Instructional Adjustments and Interventions
Effective Feedback
Student Reflection and Goal Setting
Students’ Use of Data
Steps for Goal Setting
Goal Setting from Constructed-Response Assessments
Helping Students Adjust Their Learning Tactics
Summary of Unit 7
Module Summary
Post-Assessment
Certificate of Completion
Glossary
Resources
Unit 1 Introduction and Overview
Unit 2 California Assessment System
Unit 3 Assessment Literacy for Educators
Unit 4: Developing Standards-Based Instructional Learning Targets
Unit 5: A Balanced Assessment System
Unit 6: Identifying, Developing and Implementing Sound, Quality Assessments
Unit 7: Analyze & Act: Appropriate and Effective Use of Assessment Data
Module Evaluation
Item Analysis: Analyzing Patterns in Individual Data
Approach 3: Analyzing patterns in choices of incorrect responses–Individual student data
When a learning need is diagnosed from looking at group data, the next step is to dig down further and examine individual student data. Table 2 shows how to display the multiple choice responses made by individual students for one item. Column C is shaded because it is the correct answer.
This table answers the question:
- Which students have the learning need?
Table 2: Item Analysis: Student Responses
Item #1, Answer C
Assessment Literacy. Brought to you by the California Department of Education and the San Joaquin County Office of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.