6 Quality Criteria Assessment Review

Assessment Name

Chapter 1 Science Test

Subject Area

Science

Grade/Course

6th grade

Total Possible Points

16
Quality Criterion #1: Validity (Assessment Target)

1. What learning goal(s) is the assessment is

designed to measure? The learning goal(s) should be

To assess the students understanding of

topography, maps, and landforms. They will be
able to recall and identify important terms
regarding these topics. They will recognize the
difference between types of landforms.

2. What are the key verbs from the learning goal(s)

listed above? The key verbs should help to define how

Recall, understand, identify, recognize

3. Based on the above information, is this

assessment valid? Explain. Ask yourself: Do the

Yes. It provides multiple forms of questions that

target the learning goals.

specific and precise to this assessment. Be sure to unpack the

standard to the appropriate level of detail based on the
assessment tool.

students should be demonstrating their knowledge on this

assessment.

questions all center around the learning goals? Do the

questions ask students to perform the key verbs?

Quality Criterion #4: Appropriate Level

1. Is the readability of the assessment appropriate
for this grade level?

Yes

2. When looking at each item/section of the

assessment, are there clear directions for the
student?

No

3. Is the length and formatting of the assessment

appropriate for this grade level?

Yes

4. If you answered no to any of the above questions,

please describe what changes you recommend be
made to this assessment.

It does not provide directions for the students to

select in multiple choice, fill in or give short
answers. I would change the order of the
questions and provide directions.

QC #1: Validity (Adequate Sampling) and QC #4: Appropriate Level

Complete the Table of Specifications (TOS) below.
A. Complete the key learning outcomes in the first column. Look back at the learning targets and key verbs to
help you. (You may not use all 5 rows, or you may need additional rows. This will depend on the
assessment you are reviewing.)
B. Review each question on the assessment using the DOK chart. Think about what type of thinking a student
will need to do to answer the question. Place the item number in the corresponding DOK column and
learning outcome row.

C. Add up the total number of items for each listed outcome (row.)
D. Add up the total number of items for each DOK level (column.)

Key Learning
Outcomes

Level 1
Recall and
Reproduction

Webbs Depth of Knowledge Levels

Level 2
Skills and
Concepts

Level 3
Strategic
Thinking

Level 4
Extended
Thinking

Total # of
Items/Points
Possible

Identify map
terms

1, 2, 4, 8, 9, 10, 13,
16

15

Identify different
landforms

5, 12

11

Understanding
topography

3, 6, 7, 14

Total # of Items/
Points Possible

14

1. Based on the TOS is the sampling adequate for

each of the learning outcomes? Are there enough
questions asked to truly know if the student has a full
understanding? Explain how you decided. Make
suggestions if changes are needed to the
assessment.

No. The main portion of the chapter focused on

reading maps. Therefore, it would make sense
that there would be more questions on that
topic. However, they lack the level three that
would be needed to show true understanding.

2. Based on the TOS is the sampling adequate for

each DOK level? Do the questions asked match the
key verbs from the learning outcomes? Explain how
you decided. Make suggestions if changes are
needed to the assessment.

No. It shows recall and identification. However,

it lacks showing understanding.

3. Is the assessment measuring what students at this

grade level should know and be able to do? Explain
how you decided. Make suggestions if changes are
needed to the assessment.

No. I would change it to where students would

have identify things on a map rather than just
key terms. There should also be pictures
included that they can show their knowledge
about maps.

Quality Criterion #2: Opportunity to Learn

1. Where in the curriculum will the students be given
the opportunity to learn the content for this
assessment? This should include specific references to the
curriculum.

We will discuss and read about the topics during

our assigned science class time.

2. Describe a specific example of a lesson

students participated in to gain understanding of the
assessed learning goals.

Students were given guided notes and

powerpoint images to follow along as we do
guided reading in the classroom.

3. How will you work with students who have missed

part of the instruction? Give at least 2 ideas.

The students have an activity time, a P.E. and

recess. Teachers typically work with students
that are behind at this time. I could try to provide
homework. However, this is generally seen as a
bad idea by other staff.

Quality Criterion #3: Free from Bias

1. Which specific items have potential bias? Describe the potential bias for each. How should the items be
changed to eliminate the bias. If bias does not exist, below this chart explain how you determined this.

Item Number

Potential Bias

Suggested Changes

1, 2, 3, 4, 5, 6, Some students struggle with

7, 8, 9, 10, 12, handwriting. These short answers may
13, 14, 16
be difficult for them because of this.

Criterion #5: Reliability

1. Describe the procedures used to administer the
assessment.
Questions to Consider: Will you read the directions
aloud?; Can students use their notes, book, other
resources?; Will you review for the test before it is given?
If so, how?; Is there a time limit?

2. Describe the scoring procedures. Be detailed

enough to make sure all teachers will give each
student the same grade.
Questions to Consider: Is each question worth one
point?; If there are multiple point questions, how do you
determine the number of points a student will earn?; Are
the labels worth a point on math questions?; Does
spelling count? (Be Careful! Is spelling a learning
outcome?)

The teacher will orally provide directions for the

test questions. They are able to use their notes.
Students will have the full class period to
complete the test if necessary.

Each piece of information provided by the

student is worth a point.
Short answer - 1 point
Fill in the blank (each blank) - 1 point
Multiple choice - 1 point

Include the answer key/scoring guide/rubric with the assessment copy.

Criterion #6: Mastery Levels
1. Write a performance level definition for each of the possible performance levels. The performance levels in
the chart below should be changed to reflect your specific classroom.
2. Mark each item on the assessment with one of the performance levels. Count the number of items at each
performance level. Determine the point ranges for each performance level based on this information and
include the point range on the chart below.

Performance
Levels

Performance Level Definition

Point
Range

Percent
Range

An A student will be able to apply their understanding of

maps, landforms and topography. They will be able to recall
and identify almost all of the important terms for topography,
maps and landforms. They will recognize the different
landforms.

A B student will be able to understand, recall and identify

almost all of the important terms for topography, maps and
landforms. They will recognize the different landforms.

A C student will be able to understand, recall and identify

almost all of the important terms for topography, maps and
landforms. They will recognize some of the different landforms.

10-16

56%-100
%

A D student will be able to recall and identify the majority of

the important terms for topography, maps and landforms. They
will recognize the majority of the different landforms.

3-9

18%-50%

An F student will be able to recall and identify some of the

important terms for topography, maps and landforms. They will
recognize some of the different landforms.

0-2

0%-12%

3. What is the grading scale you are required to use

in your current classroom?

0-59% - F
60-69% - D
70-79% - C
80 - 89% - B
90 - 100% - A

4. Do these point ranges agree with the grading

scale you are required to use? If no, what changes
do you suggest making to the assessment?

No. I would change the assessment by adding

different questions. Those questions would
focus more on the application and
understanding aspects of the chapter, rather
than simply fill in the blank and multiple choice.