Build assessments you can really use | Unlock the how, when, what, and why
Watch your system become greater than its parts by building local capacity through common language and deeper knowledge of assessment components. For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM). Now for the first time, the modules are packaged into one resource to help you evaluate the quality and premise of your current assessment system. Designed as a professional development guide for long-term use by school leaders, five content-rich, topic-based modules:
- Offer field-tested, teacher-friendly strategies for local school test development
- Can be used for individual or professional development opportunities
- Allow for sequential or non-sequential use
|Product dimensions:||8.50(w) x 10.90(h) x 1.30(d)|
About the Author
Dr. Karin Hess has over 35 years of deep experience in curriculum, instruction, and assessment. She is a recognized international leader in developing practical approaches for using cognitive rigor and learning progressions as the foundation for formative, interim, and performance assessments.
For almost 15 years at the Center for Assessment, Dr. Hess distinguished herself as a content and curriculum and assessment expert in multiple content areas. She has effectively guided many states and US territories in the development of grade level expectations and test specifications for general education and alternate assessments for students with significant cognitive disabilities.
Dr. Hess’s experiences as a state director of gifted education for New Jersey and as a district curriculum director, building principal, and classroom teacher (15 years) enable her to understand the practical implications of her work while maintaining fidelity to research, technical quality, and established best practices.
Dr. Hess has also worked as a program evaluator for the Vermont Mathematics Project; as a content specialist for development of the New England Common Assessment Program (NECAP) ELA, Math, & Science assessments; and as the developer and editor of Science Exemplars (www.exemplars.com).
She has authored and co-authored books, book chapters, articles, and white papers related to instructional practices, alignment, cognitive rigor, text complexity, and assessment. With Dr. Linda Darling Hammond, she co-led development of the SBAC content specifications for assessment of the Common Core in ELA and mathematics.
Karin's current work has included guiding the development of NH's K-12 Model Competencies for ELA, Mathematics, and Science and supporting school districts in many states in creating and analyzing use of high-quality performance assessments and performance scales for competency-based learning systems.
Table of Contents
ForewordAcknowledgmentsAbout the AuthorIntroductionModule 1: Are My Students Thinking Deeply or Just Working Harder? Infusing Rigor Into Instruction and Assessment: Laying the Groundwork for Deeper Learning for All Students 1.1 What Is Cognitive Rigor? 1.2 Developing a Common Understanding of What Cognitive Rigor Is and What It Is Not 1.3 Seven Common Misconceptions About Rigor 1.4 Bloom Meets Webb: Origins of the Hess Cognitive Rigor Matrix Reflections 1.5 Getting Started Applying Your Understanding of Rigor and Deeper LearningPart 2: Support Materials for Module 1 I. A Workshop Plan for Module 1 II. The Hess Cognitive Rigor Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Kid Tools: Resources for Use With Students to Support Deeper ThinkingModule 2: Is the Task Appropriate to the Text? Examining and Using Increasingly Complex Texts 2.1 What Makes Texts Complex, and Why Should Every Teacher Care? 2.2 The Thinking Behind the Tools in Module 2 2.3 Five Key Learnings From a Text Complexity Analysis Process 2.4 Understanding Quantitative and Qualitative Complexity Measures 2.5 Unpacking Overall Text Complexity Using a Qualitative Analysis Approach 2.6 A Detailed Discussion of What to Look forEight Qualitative Complexity Factors ReflectionsPart 2: Support Materials for Module 2 I. A Workshop Plan for Module 2 II. The Hess Text Complexity Tools: About the Tools in This Module III. The Importance of Teaching About Text Structures IV. Sample Instructional Strategies for Teaching About Text Structures V. Sample Text-Based Assessment StrategiesModule 3: What Does This Test Really Measure? Designing and Refining High-Quality Assessments for Deeper Learning 3.1 What Is a High-Quality Assessment? 3.2 Assessment Purposes and Use: Formative, Interim, and Summative 3.3 Developing and Refining Rubrics and Scoring Guides 3.4 What Can You Learn From Analyzing Student Work Products? 3.5 Developing Anchor Papers for Performance Tasks and Anchor Sets for Calibration 3.6 Cognitive Labs: An Effective and Efficient Alternative to Piloting New Assessments Cognitive Lab Part 1: Observe and DocumentDone While Students Are Working Cognitive Lab Part 2: Small Group Interview Cognitive Lab Part 3A: Interpret Student Work Samples and Make Decisions Cognitive Lab Part 3B: Collaboratively Interpreting Evidence in Student Work 3.7 Guidelines for Creating Task Validation Teams: Analyzing Technical Quality of Assessments Local Assessment Cover Page for Task Validation Analyzing Assessments for Technical Quality: Conducting a Task Validation ReflectionsPart 2: Support Materials for Module 3 I. A Workshop Plan for Module 3 II. The Hess PLC Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Sample Formative Assessment Strategies V. Sample Performance Assessment Design StrategiesModule 4: Where Do I Start, What Do I Teach Next, Which Supports Work Best? Using Learning Progressions as a Schema for Planning Instruction and Measuring Progress 4.1 What Are Learning Progressions (or Learning Trajectories), and How Can They Be Used to Scaffold Instruction and Guide the Design and Use of Assessments of Deeper Learning? 4.2 Four Interrelated Guiding Principles of Learning Progressions 4.3 Standards, Learning Progressions, and Curriculum: How Are They Related? 4.4 Zooming “In” and Zooming “Out” of Learning Progressions: Two Sides to the Same Coin 4.5 Applying the Four Interrelated Guiding Principles to Better Understand a Learning Progression 4.6 Providing System Coherence: Using Learning Progressions for Instructional and Assessment Planning 4.7 Lessons LearnedUsing Learning Progressions to Guide Instruction and Change Assessment Practices 4.8 Looking for Increasing Rigorby Observing Shifts in Teacher and Student Roles 4.9 Suggested Ways to Get Started Using the “Looking for Rigor” Walk-Through Tool #26 ReflectionsPart 2: Support Materials for Module 4 I. A Workshop Plan for Module 4 II. The Hess LP Tools: About the Tools in This Module III. Strategies and Tools for Professional Developers and Teacher Planning IV. Strategies and Resources for Use With StudentsModule 5: Is This a Collection of Tests or an Assessment System? Building and Sustaining a Local Comprehensive Assessment System for Deeper Learning 5.1 Rethinking What It Means to Have a Comprehensive Local Assessment System 5.2 Five Indicators of a Comprehensive Local Assessment System 5.3 Multiple Measures and Common Assessments 5.4 What Exactly Are “Common” Assessments and Where Do They Fit in the Local Assessment System? 5.5 Revisiting Alignment From a Systems Perspective 5.6 Interpreting Results From Local Assessment Analyses ReflectionsPart 2: Support Materials for Module 5 I. A Workshop Plan for Module 5 II. The Hess Alignment Tools: About the Tools in This ModuleAppendices Appendix A: Summary of Hess Tools to Guide Local Assessment Development, Instructional Planning, and PLC Activities Appendix B: Instructional and Formative Assessment Strategies to Uncover Thinking Appendix C: Troubleshooting Tips When Designing Assessment Items and Tasks Appendix D: Sample “What I Need to Do” RubricsScience, ELA, Mathematics, Blank Template Appendix E: Student Profile: Science Inquiry Learning Progression Appendix F: Student Learning Progression Literacy ProfileGrades 7–8 Appendix G: Writing Persuasively Learning Progression (Strand 7, LPF) Appendix H: LPF STRAND 7 (Grades K–2) Sample Lesson Planning Steps Using Learning Progressions Appendix I: An Expanded Glossary for Understanding and Designing Comprehensive Local Assessment SystemsReferencesIndex