Classroom Assessment

Primary Trait Analysis:
Grades vs. Assessment ---
Science Example

1. Students are required to "understand" scientific conclusion and process.

Scientific paper is a visible representation of scientific understanding.: a. Introduction section contains history and context plus the testable hypothesis.; b. Materials & Methods section contains general approach plus specific equipment and procedures.; c. Results section contains observations upon which conclusion is based.; d. And so on, including correct format, references, mechanics, and grammar.

2. Students write papers in scientific report format.

Ideal student writes ideal paper, thus providing indicator of understanding.: a. Introduction captures history and context with flair and cleverly embeds hypothesis.; b. Materials & Methods section correctly and succinctly outlines approach, procedures, details in prose that needs no interpretation or editing.; c. Results are described honestly, briefly, and vividly.; d. And so on, including correct format, references, mechanics, and grammar.
Less ideal students write correspondingly less ideal papers, but variation from ideal is not uniform across all sections (student may understand context but be unable to articulate hypothesis).

3. Professor [unconsciously] sums non-uniform student performances to arrive at holistic grades.

In the example, Professor A (top table) reads Papers #1, 2, 3,... written by Students #1, 2, 3... respectively, and [unconsciously] assigns point values to various parts. By adding points vertically, Professor A arrives at a grade of 12 for Paper #1, a grade of 17 for Paper #2, a grade of 13 for Paper #3, and so on as shown in the bottom row labeled GRADE. If Professor B (second table) were to read papers, (s)he might arrive at similar, but non-identical, grades of 13 for Paper #1, 17 for Paper #2, 12 for Paper #3, and so on. Professor C might record the grades shown in the third table.

1. Students are required to "understand" scientific conclusion and process.

Scientific paper is a visible representation of scientific understanding.: a - d. Same as for grades.; e. Components of assignment are recognized as primary traits (essential or central components of the discipline) to be learned by student.; f. Professor constructs rubrics (see rubric example) representing level of achievement for each primary traits.

2. Students write papers in scientific report format.

Ideal student writes ideal paper, thus providing indicator of understanding.: a - d. Same as for grades.
Less ideal students write correspondingly less ideal papers, but variation from ideal is not uniform across all sections (student may understand context but be unable to articulate hypothesis) (same as for grades).

3. Professor consciously notes non-uniform student performances regardless of grade.

In the example, Professor A (top table) reads Papers #1, 2, 3,... as before but consciously assigns point values to various parts according to rubrics. By adding points horizontally, Professor A arrives at point values for the two primary traits found in the Introduction (18 and 11 points), the two primary traits found in the Materials & Methods (16 and 20 points), and so on as shown in the right hand column labeled Assessment. If Professor B (second table) were to read the papers, (s)he might arrive at point values of 17, 12, 17, and 20 for the same four primary traits. Professor C might record the numbers shown in the third table.
HERE'S THE CRUCIAL PART: If Profs. A, B, and C compare grades, they might speak animatedly about their students but would be unlikely to uncover the following penetrating insight: Regardless of their grades, students are having difficulty learning how to phrase or interpret a scientific hypothesis (Intro. IB). By comparing assessments of primary traits (fourth table), professors have integrated assessment information to make their curriculum visible.