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Evidence Centered Design (Common Core)

A brief overview of the Evidence Centered Design format for Common Core Standards.

amanda messer

on 6 June 2013

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Transcript of Evidence Centered Design (Common Core)

Foundation Step One: Define Domain Reading/Language Arts Claims Step 3:
Define Assessment Targets Step 5:
Define Task Models Step Two:
Define Claim What is Evidence Centered Design? The domain is our West Virginia Next Generation
Standards. Evidence Centered
Design Claim One: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim Two: Students can produce effective and well-grounded writing for a range of purposes and audiences.

Claim Three: Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim Four: Students can engage in research/ inquiry to investigate topics and to analyze, integrate, and present information. Assessment skills are specific skills that relate
to a claim.

When reading informational or argumentative texts, students analyze the figurative or implied meanings of words or phrases as they are used in a text and analyze how the choice of these particular words affects meaning and tone.
(This is a more specific area from Claim One) A task model is a general description of an item or task. A task model can be thought of as a set of instructions that can be used to develop different versions of an item or task.

It is designed to collect evidence about the knowledge, skill, or ability that is contained in the standards.

From one task model, several items can be created that share key features and allow for eliciting similar evidence but in different ways. Enhancement
2013 Steps to creating Evidence Centered Design tasks or assessments Evidence Centered Design is a new way of developing high quality tasks and assessments. Emphasis is placed on ensuring that each item and task elicits evidence about the target of assessment that can be used to support a claim about students’ development of the knowledge, skill, and/or ability contained in a content standard. 1. Define the Domain
2. Define the Claims
3. Define Assessment Targets
4. Define Evidence Required
5. Develop Task Models
6. Develop Items or Performance
Tasks A Claim is a statement about what
the student knows or is able to do.
There are four claims for Reading/
Language Arts and four for Math. Step 4: Define Evidence Required Evidence is the student responses in which they show how they are mastering an assessment target. Step 6: Develop Items or Performance Tasks These items or tasks will be based on the Task Model. Think of the Task Model as the parent from which many items are developed, with common characteristics across these items.

These are items that will your students will engage in to show their understanding of the material. Example of a Task Model
A constructed response for which the student is prompted to identify an example of figurative language, explain the meaning, and describe how it affects meaning and tone. Stimulus text should be on grade level. Evidence:
Student can create visual representations of fractions that range from one-half to four-fifths. Claim:
Students can explain and apply mathematical concepts and carry
out mathematical procedures
with fluency. Assessment Target:
Develop understanding of fractions
as numbers. Task Model:
Partition tool is used to divide a given quadrilateral into up to 20 equal sections and to highlight fractions of the quadrilateral that represent halves, thirds, quarters, or fifths. Examining an Item Through the Lens of Evidence-Centered Design Use the line buttons to separate the rectangle into 6 equal sections. Then click on the sections to shade the area of the rectangle that represents 2/3 of the area of the whole rectangle.
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