ASSESSMENT IN A DIGITAL AGE
Measuring Learning, Documenting Growth, Designing for Motivation
Goals
Some thoughts about Assessment
Understanding of Assessment Types
Planning for Assessment (UbD)
Tools to Facilitate Assessment
Some Info on Higher Ed
Assessment is the tail that wags the curriculum dog. If we want to see real curriculum reform, we must simultaneously achieve reform of assessment practices.
(Bredekamp & Rosegrant 1992, p.29)
http://www.flickr.com/photos/67953162@N00/3033590171/
There is a close and necessary relationship between what we choose to assess and what we value most in the education of our children.
-Marten Shipman(qtd in Mary-Jane Drummond, 2008a)http://www.flickr.com/photos/84861681@N00/1235568187/
•Diagnostic•Formative•Summative•Conversational•Portfolio•Self-Reflective
What do we mean by Assessment? •Traditional
(criterion based)•Inquiry •Project •Performance•Problem
Can you define each of the terms in the previous slide?
Which forms are most important? Rank them?
How do you apply each in your practice?
Assessment of 21st century Skills Support a balance of assessments, including high-quality
standardized testing along with effective classroom formative and summative assessments
Emphasize useful feedback on student performance that is embedded into everyday learning
Require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills
Enable development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers
Enable a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills
From Partnership for 21st Century Skills
FeedBack
Timely Appropriate and reflective Honest & Supportive Focused on learning Enabling – receiving feedback with out the
opportunity to act upon it is frustrating, limiting and counter productive. Students must be able to learn from and apply this feedback
Design for 21st Century Assessment
UbDWiggins and McTighe
Content Skills and Literacies
Informal checks for
understanding
Tests and Quizzes
Academic Prompts
Performance Tasks
Shift from Product to Process
Mixing the Tech with the Design
•What do I want them to do?• How can I make the learning visible?•How can I make sure feedback and reflection are frequent?
Diagnostic Assessment
Blog Posts Google Forms
Self and Peer Review
Formative Assessment
Blogs/Reflective Journals
Shared Docs
Wikis Polling Options
DyKnow PollEverywhere Clickers
Shared Notebooks Skype Chat/Whiteboard Space
Vyew
WebAssign
Inquiry Based Learning
Models
Habits of Mind
Skills
Digital Writing/Writers Workshop
Blogging
Collaborative Writing
Rutgers New Humanities/Writer’s House
Conversational Assessment-Rich with Comments and Feedback
Performance-based assessments "represent a set of strategies for the . . . application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students“
(Hibbard and others, 1996, p. 5)
Performance Based Assessment
http://www.flickr.com/photos/38107604@N00/505594648/
Project Based Learning
Models
Rubrics/Checklist
Skills
Project Based Learning
•AP MuseumWikiFinal Project
•WikiBooks
•Adv History Documentaries
•Frederick Douglass Debates
•Global Climate Change Symposium
InterCultural Literacy
Graphic Novels – History Overview
Facebook 1800
WHAT DO WE KNOW ABOUT COLLEGES AND TECH INTEGRATION TRENDS
What Colleges Are Thinking
Assessment approaches must do three things: first, satisfy the highest standards of reliability and validity so results can be meaningfully compared; second, be engaging to the student, constituting a significant learning as well as an assessment opportunity; and third, be recognized as authentic by faculty by assessing skills seen as critical for college graduates to master.
Summative assessments typically meet one or two of these criteria, but rarely meet all three of them.
Collegiate Learning Assessment.org
Movement in College Physics Simulation – V Python Modeling - Stella Video Analysis – Logger Pro Visualization with CAS Traditional Labs
Movement in Humanities
Tracking Changes - RSS
iGoogle Reader
Feedbeater
Social Bookmarks
iDiigo
Delicious
Bransford et al. (2000, p. 6) note that the
“… sheer magnitude of human knowledge renders its coverage by education an
impossibility; rather, the goal is conceived as helping students develop the intellectual tools and learning strategies needed to
acquire the knowledge to think productively.”
http://www.flickr.com/photos/43925496@N00/280143435/
Rubrics
Checklists
Assessment Devices
Student Generated
Skill s, Life Skills, Content
Reources:
Classroom Assessment and Grading that Works – Marzano
Rubistar
Kathy Schrock’s Guide for Educators
Google- Blogger, Docs, and ReaderWikispacesZohoDiigo
ACCOUNT CREATION
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