This is a working project attempting the translate the language of evidence-centered assessment design (ECD; Mislevy, Steinberg & Almond, 2003) for use in designing classroom assessments. This includes both formative and summative assessment uses: in both cases, teachers need to think about the central question of how does the student performance in the assigned activities provide evidence for the taught skills. The modified framework is called evidence-centered classroom assessment (ECCA).
The models of the original ECD are now cast as elements of the ECCA. These elements are arranged in a cycle as in Figure 1 below.
Figure 1. Four Elements of ECCA
In developing assessments and activities the designer goes widdershins around the cycle:
This procedure is iterative; it typically takes several times around the cycle before all of the models play well together.
The processes of the four process architecture for assessments (Almond, Steinberg, & Mislevy, 2002) exists between the elements of the ECCA. In
Figure 2. ECCA Implementation Cycle
In implementing assessments and activities the teacher goes diesul around the cycle:
This is a talk with James and Russell presented in a dialog format. Slides are here. Here is the video.
Here are the slides Russell used at the 2018 NCME conference on Assessment in the Discipline. And here is a video of the presentation.
We have created some worksheets for thinking about the four elements of the ECCA process. James Hernandez has filled out some example using a English Language Arts (ELA) standard based on the use of figurative language. You can download and try these out of your own projects.
Keep watching this space, we expect to have a survey up for giving us feedback on improving the templates.
I (Russell) gave an early talk about this at AIR. It was long on some mathematical ideas, and short on the actual template designs. I don't have a recording, but for the curious the Slides are available.
To keep track of new releases, you can follow RSS feed. The link is ECCARSS.