21ST CENTURY ASSESSMENT

Laura Greenstein, Ed.D.

ASCD March 2011

Nasa.gov

TODAY’S TARGETS

1. Describe a transformed world and re-

formed students/learning

2. Define 21st century skills

3. Design assessment IN, OF, and FOR

the 21st century

http://hypotheticallandscapes.wordpress.com

ASSESSMENT IS LEARNING

ASSESSMENT IS INFORMATIVE

Flickr.com

WHAT IS 21ST CENTURY ASSESSMENT

DIRECTED

ASSESSMENT

Large Scale Tests

Paper and Pencil

Selected Choice

Mattovermatter.com

SELECTED

ASSESSMENT

Assessment Wrappers

Local Measures

Day to Day Classroom

Adaptive Technology

Authentic Measures

“We are currently preparing students for jobs that don’t exist, using technologies that haven’t been invented, in order to solve problems we

don’t even know are problems yet” Karl Fisch

Clawmarketing.com

Part 1: The World is Changing

Change: Yes or No

TRENDS AND DRIVERS

Current.com

tusb.stanford.edu

Allfreelance.com

Technology

GlobalWorkplace

Employment

Knowledge

Economics

Productivity

Communication

WEB 2.0: ALWAYS ON, CONSTANTLY CONNECTED

Instant Access

Personalized

Digital

Prosumers

Glocal

THE WORLD IN THE PALM OF THEIR HANDS

Children 8-18 spend 7 hours/day with media

Typical teen send 3000 texts a month

Over 250 million Facebook users

50 million tweets sent daily

1 million blog posts every day

2 billion web pages

35 hrs. uploaded to YouTube every minute

31 billion Google searches/month

“emails are so old school”

Oecd.orgKaiser Family Foundation, Pew Research Center

TheConversationPrism.com

GLOBAL FUTURES

hrmreport.com

Future JOBS: Visualization specialist,

unrealtourism, nano-decontaminator,

bioinformatics, optogenetics,

unplugger-counselor

GLOBAL WORKPLACE NECESSITIES

National Academies,

Conference Board,

Center for Public

Education

Core Knowledge Higher Level Thinking Inter/Personal Qualities

Reading, Writing, Math,

Science, Speaking,

Listening

Analysis, Synthesis,

Problem Solving,

Creativity, Planning,

Decision Making, Project

& Information

Management

Work Ethic, Responsibility,

Self Directed/Controlled,

Collaboration, Integrity,

Adaptability

Bertmaes.com

21st Century:

Different schools, different learners,

different content, different skills = different

teaching, learning, and assessing

Tmoa.com

We can’t start a new beginning:

We can make a new ending.

ASSESSING WHAT WE VALUE:

VALUING WHAT WE ASSESS

20th C.

21st C

Work-Along Goal 1

PART 2: 21ST CENTURY

SKILLS

AND

KNOWLEDGE

mj51.wordpress.com

Teachers podcast.org

COLLECTIVE VOICES

Partnership For 21st Century Skills

Organisation for Economic Co-operation and Development

enGauge: NCREL and Metiri Group

Center for Public Education

University of Melbourne: ATC21S Others: Chris Dede-Harvard School of Education,

Donald Leu-New Literacies Lab, The Future of Education, Arthur Costa and Bena Kallick-Habits of Mind, Benjamin Bloom’s Taxonomies, Robert Sternberg, Edward Glaser-Critical Thinking

SOURCE

SKILL

Partnership for 21 C. Skills 2004

ATC21SUniv. of Melbourne2010

Center for Public Education 2009

OECD2009

EnGauge- Metiri Group 2003

Costa and Kallick: Habits of Mind1980’s

Edward Glaser:Critical Thinking1941

THINKING: Critical and Higher Level

Critical Thinking Critical Thinking Critical Thinking

Higher order thinking Thinking critically

THINKING Problem Solving

Problem Solving Problem Solving and Decision Making

Problem Solving Problem Solving Sound Reasoning Questioning and PosingProblems

Use evidence and evaluate arguments to solve problems

THINKINGCreativity

Creativity Creativity Creativity, curiosity Creating, Imagining, Innovating

THINKING Applied

Learning to Learn Applied Literacies Producing real-world products

Applying past knowledge to new situations

Make Inferences; Render accurate judgments

ACTINGCommunica-tion and Collaboration

CommunicationANDCollaboration

Communication and Collaboration

Collaboration Communication ANDCollaboration

Communication, collaboration, interpersonal skills,

Listening with Understanding;Communicating Clearly; Thinking Interdependently

Comprehend and use language with accuracy/clarity

ACTINGInformation and CommunicationTechnology

Information Media and TechnologyLiteracy

Information LiteracyICT

ICT Search, select, evaluate, organize, & Interpret info.Functional & applied ICT

Digital LiteraciesVisual literacy

Gather pertinent information Interpret Data

ACTINGFlexibility

Flexibility Flexible Adaption to Change

Restructuring and developing new strategies

Adaptability Thinking Flexibly

ACTINGInitiative

Initiative, Self Direction

Self-Direction; Metacognition

Self-sufficiency Self-direction Metacognition; Self awareness

LIVINGGlobal and Civic

Global Skills Citizenship, global Understanding

Global skills Global competencies

Global awareness Multicultural literacy

LIVINGLeadership & Responsibility

Leadership and Responsibility

Personal and Social Responsibility

Pers. Responsibility

Ethical and social impactResponsibility

Self-direction social and civic responsibility

LIVINGLife Style and Productivity

Lifestyle ,Productivity, Accountability

Life and Career Skills

Planning/Prioritizing High Productivity

ContinuousLearningAccuracy & PrecisionApplyPast to Present

21ST CENTURY THINKERS

Allergyassist.com

Critical thinking

Evaluate, Analyze, Synthesize

Problem solving

Reason, Interpret, Apply

Creativity

Curiosity, Innovation

Metacognition

Reflection, Mindfulness

21ST CENTURY ACTIONS

Communication

Collaboration

Information Literacy

Technology Proficiencies

Initiative

Adaptability

Greenhouse.lotus.com

21ST CENTURY SKILLS FOR LIFE

Civic Responsibility

Global Understanding

Leadership

Life and Career Skills

Goal Setting,

Time Management,

Responsibility,

Work Ethic,

Integrity

Tzdek.org

PART 3: KNOWING WHAT STUDENTS KNOW

Easyart.com

Finding Balance in Assessment

THE SPECTRUM OF ASSESSMENT

Assessment

Traditional

Minute by Minute

Alterna-tive

Standard-ized

BEST ASSESSMENT PRACTICES

20th CenturyAligned with Standards, Curriculum, InstructionGenerates Usable Data Guides Decision Making Valid, Reliable, Fair

TransitionMultiple Purposes:

Informative, Diagnostic, Summative Integrated into Instruction:

Functional, Purposeful, Responsive

21st CenturyReal-world Applications Multiple Methods: BalancedStudent Focused, PersonalizedBuilds on Prior Learning; Considers Strengths and WeaknessesIncorporates Meaningful Feedback, Self/Peer Reflection

21ST CENTURY DEMONSTRATIONS OF LEARNING

Tundra.com

• Performances

• Publishing

• Products

• Presentations

• Debates

• Portfolios

• Simulations/Case Studies

• Print and multimedia

• Artistic expressions

STUDENT PRODUCTS

SPECTRUM OF 21ST CENTURY ASSESSMENTS

• Rubrics

• Checklists

• Self Assessment

• Peer Review

• Observations

• Project logs

• Anecdotal records

• Journals

• Contracts

• Formal and informal QuestionsPetfinder.com

Standard/TargetRate each on a 1 to 4 scale

Student Rating: Exemplary,

Proficient, Room for Growth,

Novice

with elaborated reflection

Teacher Assessment:

Exemplary, Proficient,

Room for Growth, Novice

with elaborated feedbackContent:Main points are clearly described ____ Information is fully accurate ____

Creative elements:Original ideas ____ Fluency: multiple ideas ____

Reliable Research: Multiple sources are used ____ Sources are accurately cited ____ information is synthesized into

a cohesive summary ____

Presentation: Logical sequence ____ Stays focused on topic ____Meets required length ____ All members participate ____

HYBRID RUBRIC

PROGRESS LOGDATE PROGRESS EVIDENCE

What goals have I worked towards?

What have I learned?

What are my next steps? What’s the timeframe?Who can I collaborate with to improve my work?How have I used my critical thinking skills?How would I assess my progress so far?

COMPILATION:

STANDARD/LEARNING/ASSESSMENT

CONTENT AREA/STANDARD LEARNING STRATEGY ASSESSMENT

Arts: The evaluation of creative elements in chosen works of art

Viewing of multiple artifactsin comparison to selected elements of creativity

A mind map to sort the elements of creativity that are evident in each work: assessment of number and accuracy

Social Studies: Investigation of accuracy of newspaper articles

Protocols for critical assessment of various news sources during an election campaign

Rubric to assess quality of webquest that supports or refutes source information: number of sources used,strategy used/accuracy of evaluation

Language Arts: Analysis of character motives

Vocabulary building in character analysis. Describe each character

Graphic display of characters, interactions, and motives

STANDARDS AND 21ST CENTURY IN TANDEM

Standardized 21st Century

Animation

--------

Web Authenticity

--------

Commentary

-------

Simulation

-------

Blog

-------

Bookmark

ASSESSMENT OF 21ST CENTURY SKILLS

Technology-based

Marwafoudablogspot.com

Traditional Designs

cffresources.wikispaces.com

21ST CENTURY SELECTED CHOICE

20th century selected choice

Which theory best explains the use of rewards and punishments to guide the behavior of children? A. Psychodynamic B. Sociocultural

C. Behaviorism D. Ecological (answer= C)

21st century selected choice

In comparing Vygotsky’s theory to Skinner’s, teachers need to be aware that in the classroom

A. Rewards can be motivational for students

B. Learning takes place in a social context

C. One theory takes more into account the classroom design and the other the classroom rules.

D. One theory is based more on interactions with peers and the other on following classroom rules.

The first and second choices are correct but are only recall with no comparative analysis

required. The last two both include a comparison, but only D has the correct comparison.

ASSESSMENT OF THINKING

Tundra.com

•Critical Thinking

•Problem Solving

•Creativity

•Metacognition

ASSESSMENT OF THINKING

CCSS Evaluate information presented in diverse formats

Present information/findings/evidence

21st

Century

Critical Thinking, Problem Solving, Creativity,

Collaboration, Presentation

Content/Obj

ective

Science/Evaluate the concept of genetically

modified foods

Work collaboratively, Persuasively present

Activity World Summit

Assessment Rubric, Learning Logs, Self and Peer Assessment

ASSESSMENT OF THINKING RUBRICSTANDARD EXPERT COMPETENT APPRENTICE NOVICE SCORE

Critical Thinking

My final product showed a strong ability to evaluate multiple sources and perspectives and coherently synthesize information

I was able to develop a product that included well chosen information from multiple sources

I combined a few sources that I found in my web search into my product

When I was given some information I could understand and include parts of it in my work

Problem Solving

I understood the problem, used multiple strategies and steps to come up with very feasible solutions

I was able to describe the basics of the problem, apply some problem solving steps and strategies to come up with a reasonable solution

I explained parts of the problem but not in its entirety. I used a few steps in the process to come up with a solution

I’m not sure what the problem was and had a hard time identifying possible solutions

Creativity I used original ideas and combined them in unique ways for a distinctive product

I explored a few ideas and put them together in a way that was mostly original

I had one or two ideas that I used but had a hard time putting them together in an original way

It’s a challenge for me to think “outside the box” and my product is pretty conventional

Collabora-tion

Wrappers and drills…..

Presentation

DRILL DOWN INTO CRITICAL THINKINGSTANDARD EXCEEDS MEETS WORKNG TOWARDS FEEDBACK

/SCORE

Analyzing information

Identifies main issues, establishes priorities among details, and sees unstated implications

Identifies and understands the main issue

Describes the main issue inaccurately. Unable to focus on key question or problem

Uses data to develop critical insights

Uses accurately selected data to draw conclusions that are aligned with facts

Demonstrates the use of data to draw conclusions and form insights

Has difficulty selecting data and using it to draw conclusions

Synthesizes multiple viewpoints

Identifies and compares components of arguments to generate a cohesive summary

Able to put together two divergent ideas and summarize them.

Can see one viewpoint and uses it to generate a summary

METACOGNITIVE WRAPPER: MAKING THINKING VISIBLE

CCSS: Any topic you like such as compare/contrast, present info.

ANY SUBJECT: History, Government, Explorers, American Revolution

STRATEGY: Research project

ASSESSMENT: Journal of Progress (The project is assessed separately)

PLANNING How did you decide where to begin and what to do first?

ACTIONS: Describe your steps and the resources you selected:

Explain why

ADJUSTMENTS: How did you respond to problems and make

changes in your process?

OUTCOMES: What worked best for you and what would you do

differently next time?

TARGETS: How well did you do in relation to the goal and requirements.

ASSESSMENT OF ACTIONS

Tundra.com

•Communication

•Collaboration

•Information Literacy

•Technology

Proficiencies (ICT)

•Initiative

•Adaptability

COMMUNICATION Read, view, listen, and produce multiple forms of

communication

Dialogue, converse, debate, persuade

LEARNING ASSESSMENT

Use two random pictures to propel a

story

Rubric: writing conventions,

Reflection on creativity

Pass it on: express idea or opinion;

listen and reflect before judging or

interpreting.

Checklist of oral speaking and listening skills

Letter to the editor Rubric for research & persuasiveness

Job Interview (goes awry) Peer review of verbal and non-verbal skills.

Hire-ability scorecard

Learning log of preparation/outcome

PUBLIC SPEAKING

Checklist for Public Speaking Comments

√ if satisfactory performance according to standardX if not satisfactory based on standard or guideline

_____Introduction captures the attention of the audience

_____Purpose is evident throughout

_____Content is understandable and logically sequenced

_____Speech: Language is appropriate to the purpose. Volume, rate, and articulation are effective.

_____Engages with audience through body language, eye contact, and gestures.

_____Used technology to support message

_____Summary synthesizes main ideas in presentation

Gigaom.com

COLLABORATIVE LEARNINGSUBJECT COLLABORATION ASSESSMENT

Language Arts:Sell the Poet

Each group reads the work of a different poet. Assigned jobs: recorder, questioner, reflector. Groups synthesize the style, theme, view, purpose, Groups promote their poet based on standards of good poetry.

Individual: annotate and analyze a poem/poet- rubric assessment.

Learning logs of content and process learning

Group: collaboration rubricPeer assessment of assigned jobs

Science:Solve the Drought

Each person on the team is assigned a profession: politician, meteorologist, environmentalist, journalistEach person researches and reports from their

perspectiveGroup must identify the problems and build

consensus on a solution

Individual: Rubric on research skillsGroup: Rubric on collaboration and

consensus buildingShared: Write test questions on science

standards for another group to answer

Geography:Latitudes and Attitudes

Every day begins with a posting of coordinates. Students work in small groups to define the weather, geography, water system, animal and plant life.

Log of daily latitude and longitude withgeographical descriptors

Ability to defend their reasoning

Social StudiesRenaissance Rebirth

Project assignment is given. In groups students decide how to proceed. Final outcome must include architecture, clothing, science, art, food, and families and the individuals who contributed to them.

Group grade with opportunities for individuals to report on their contribution to the project.

Rubric includes content, process, and presentation.

DIGITAL LITERACY

Evaluate internet information: Dihydrogen

Monoxide, Tree Octopus, Victorian Robots, Velcro Crop,

Students create and use an annotated checklist

Create real and bogus President’s Sites: Peer

evaluated with annotated checklist

Digital Evaluation Criteria Annotation/Support for your

conclusions

Authority of the source

Triangulate for accuracy

Sources of data

Scope/connectivity of information

Is it current?

TECHNOLOGY APPLICATIONS (ICT)

SO MANY POSSIBILITIES, SO LITTLE TIMETarget Learning Assessment

Marketing: Advertising

strategies

Produce a commercial Project log, Advertising Clio

Awards (Student designed

criteria)

Time-lapse

botany/clouds/running

Create a video, label the

parts/types

Content knowledge and

Self/Peer assessment of

ICT

Math Instruction Teach another using ICT Content: write/take a quiz,

ICT rubric

SKILL/KNOWLEDGE

EXEMPLARY PROFICIENT BASIC NOVICE SCORE/ WEIGHT

Content

Uses Computer-based Technologies

I demonstrate excellence in a wide variety of computer products and technology-based productivity tools and routinely integrate them into my work

I am competent ins using multiple computer and technology products and tools enhance productivity

I can use a variety of technology tools and perform basic tasks to support my productivity

I’m on a learning curve in developing my computer competencies

Digital and Multimedia Products

I confidently use graphic images, video, sound, and other multimedia features to strengthen and display my learning

I can incorporate digital and multimedia items such as graphics, video, and sound in my work to support my main ideas

I can add images or other features to my work but they don’t always align with my purpose

I’m just learning to use one or two multimedia features and want to be better able to incorporate them in my work

Design My design is truly multimedia rather than linear and includes a number of well designed objects and elements

My design contained some appropriate objects and elements to support my purpose

My design is limited in several elements thus compromising the quality and relevance

I can make few choices of objects and elements to add design elements to my work

Selection and Utilization

My use of technology shows deep understanding and proficiency that strengthens my work. I am able to choose the most appropriate technologies for complex authentic problems

My routine use of technology shows that I understand it and can incorporate it in my presentations. I usually can select relevant technologies

I’ve been using technology more regularly to support my learning and improve my presentations. I sometimes rely on what others tell me to use

I think if I use just one technology at a time it will improve my presentations but sometimes I’m not sure which one to use

BLOOM MEETS THE 21ST CENTURY20th Century 21st Century Applied Technology

Knowledge-recall of information Mastery of core content Bookmark important

information

Understanding: making sense of

content; describing and organizing it

Communication and collaboration:

expressing ideas/working with

others

Present a livecast, podcast, or

webinar

Application- Using the information Applying past to new

Problem solving

Create a wiki and invite people

to help solve a community

problem

Analysis-Thoughtfully considering

the information

Metacognition: learning and self-

aware thinking

Blog your ideas with

illuminations of your thinking

Evaluation: comparing, reasoning Critical thinking

Productivity

Yelp your ideas or contribute

to another review/ratings

website

Synthesis- combining ideas in a

comprehensible

and unique way

Leadership: responsibility,

accountability

Citizenship: Contributing globally

Raise funds and social

awareness on a global concern

using web 2.0

Creation- production of original

works, innovation

Creativity and innovation for applied

purposes at work and home

Games and simulations.

Webpage

ASSESSMENT OF SKILLS FOR LIFE

Tundra.com

•Civic Responsibility

•Global Understanding

•Leadership

•Life and Career SkillsGoal Setting

Time Management

Responsibility

Work Ethic

Integrity

FAILURE IS NOT AN OPTION

“Your own resolution to succeed is more important than any one thing.” Abraham Lincoln

“Our greatest glory is not in never failing but in rising every time we fail.” Confucius

“Eighty percent of success is showing up.” Woody Allen

“It is what we make of what we have, not what we are given, that separates one person from another.” Nelson Mandela

Assessment: Group presentation of a bio of a

leader/successful person with a student/group contract,

work ethic rubric, and content checklist.

CIVIC, GLOBAL, AND WORKPLACE SKILLS

GLOBAL AWARENESS

Collaborate with another school/country

Solve a global environmental problem such as water

availability, climate change, air quality, or food supply.

SUCCESS PLANS

Career Exploration: Planned learning/

collaborative learning

Goal setting, decision making,

healthy lifestyle choices

ASSESSMENT: Rubrics, journals, teacher observations,

project logs, as well as content tests

dpcdsb.org

WORKPLACESKILL/KNOWLEDGE

EXEMPLARY PROFICIENT BASIC NOVICE SCORE/ WEIGHT

Planning/Goal Setting Uses priorities to set realistic short term and long term goals and actionable plans for life and work

Able to set goals and develop the core elements of a personal and professional growth plan

Sets a few realistic goals and has some plans for life and work

Requires a scaffold to set goals and develop plans

Management of plans and goals

Effectively and purposefully works towards goal achievement and attentively implements plans

Typically follows the plan to achieve goals

Sometimes sets goals but generally focuses on short range execution of them

Rarely sets and manages goals.

Commitment to mastery

Persistently works towards giving the best effort and producing the highest outcomes possible

Steadily works towards higher levels of mastery and productivity

Work is produced with undistinguished quality and effort

There are few indicators of motivation to produce one’s best

Productivity Outcome is clearly

defined. Sustained actions

result in maximum output

Priorities are mostly clear

and effort is consistent

resulting in high quality

outcome

Plan has some elements

but effort and direction

are required to act

successfully on them

Objective is unclear,

effort is minimal and

results are misaligned

AccountabilityPunctual, prepared and

organized. Conscientious

and independent worker

who goes beyond

requirements

Usually on time and ready

to learn. Works

consistently without

supervision to achieve

goals

Assumes minimal

personal responsibility.

Needs supervision to

complete task

Late and unprepared.

Does not work with

others or complete work

21ST CENTURY WRAPPERS

21st

Century

Skill and Knowledge

Development

Lesson Objectives

Core Standard

•21st CENTURY: Problem solving in

relation to proportion of income spend

at different income levels;

collaboration with each person

representing a different family

members, metacognition about what

drives decision making

•SKILL/KNOWLEDGE: Determine what

proportion each major category

represents

•OBJECTIVE: Prepare a budget

•CORE STANDARD: Proportional

relationships

CHANGING OUR WAYS

•Authentic

•Adaptive

•21st Century Skills

•Multiple Measures

•Integrated w.Learning

•Balanced Reporting

“Don’t rush to link teacher evaluation to 1 standardized test score.” Washington Post 5/14/10

ONGOING CHALLENGES

Consensus on 21st Century Skills/Knowledge

Commitment to their importance

How to make thinking visible

Psychometrics to support divergent responses

Changing teaching practices

Changing policy

“WHY, SAID THE DODO, THE ONLY WAY TO

EXPLAIN IT IS TO DO IT.” ALICE IN WONDERLAND

STUDENT FOCUSED

Standard

Learning Target (GLE or

generic)

Instructional strategy

21st century wrapper

21st century assessment

Cryptomundo.com

START WITH THE TAIL: THE IMPORTANT OUTCOMES (THINKING, ACTING, DOING)

THEN ASSEMBLE THE DOG

Shanghaiist.com

CONTACT INFORMATIONLaura Greenstein

lauragteacher@hotmail.com

http://www.assessmentnet

work.net

“What Teachers Really

Need to Know About

Formative Assessment”:

an ASCD Publication

REFERENCES

Partnership For 21st Century Skills

Organisation for Economic Co-operation and Development

enGauge: NCREL and Metiri Group

Center for Public Education

University of Melbourne: ATC21S

Curriculum 21: Heidi Hayes Jacobs

21st Century Skills: Bernie Trilling & Charles Fadel Chris Dede-Harvard School of Education, Donald Leu-New Literacies

Lab, The Future of Education, Arthur Costa and Bena Kallick-Habits of Mind, Benjamin Bloom’s Taxonomies, Robert Sternberg, Edward Glaser-Critical Thinking