Designing Assessment

If we hold to the assumptions about assessment that I outlined in my previous post, then it is clear that assessment needs to be carefully designed in light of the whole learning process.  I find the “backwards design” approach championed by Wiggins and McTighe (2005) to be very helpful. 

My own adaptation of the process looks something like this:

1. Articulate learning goals that are CLEAR (to you) and BIG (valuable, transferable). Commonly provided for us by content standards, but may need rewording for your understanding.
2. Develop a small number of ESSENTIAL QUESTIONS that are provocative, expressed in student-friendly language, and will LEAD students towards the big ideas contained in the learning goals. 
3. Identify the kind of EVIDENCE needed to determine the EXTENT to which the goals are being met, and/or that students can answer the essential questions.
4. Plan an assessment PACKAGE that includes a VARIETY of tasks designed to produce the evidence of learning being sought.
5. Plan learning activities that help students to DEVELOP and PRACTICE the knowledge and skills they will need to engage in the assessment tasks.

From the teacher-designer’s point of view, the process looks rather linear… and a bit backwards.  That is, the teacher starts with the final outcome (as expressed in the learning goals) in mind, then works backwards through assessment to the learning activities. Many teachers work the opposite way, often resulting in assessment that is inadequate for determining what learning has (or has not) taken place.  I will unpack some of the parts of this process a little more in future posts.

It is worth noting that the students will experience the process rather differently.  For them, it will likely be more dynamic and forward moving.  They will experience learning activities, be exposed the essential questions and engage in formative assessment (perhaps moving back and forth between these) before tackling key assessment tasks that enable them to provide evidence of the progress they have made toward the learning goals. 

What is your process for designing assessments?  Share your insights in the comments below.

Reference: Wiggins, G. & McTighe, J. (2005). Understanding by design, Expanded 2^nd edition. Alexandria, VA: ASCD.