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Blending assessment for 21st century learning

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  • 1.Exploring Four Approaches and a SideBar:I Assessing Basic SkillsUsing Computer Adaptive Testing Assessing 21st Century II Assessing Higher Order Thinking SkillsLearningIII Sidebar: PARCC & SMARTER BALANCED.OESIS, February 1, 2013IV Assessing Non-CogV Putting it Together:PBL, Digital Portfolios, and Demonstrations ofLearning.

2. Kevin Mattingly, dean of faculty at Lawrenceville School (NJ): We talk about 21st century skills and conceptual frameworks, and we say, this is what our kids need! How, then, do we find out and evaluate what they know, probing empatheticallyAssessing What Matters and fair-mindedly? 3. Technology-based assessments that combine cognitive research and theory about how students think with multimedia, interactivity, and connectivity. This can be done within the contextNETP of relevant societal issues and problems that people care about in everyday life. Systems can be designed to capture students inputs and collect evidence of their knowledge and problem- solving abilities. 4. My Goal Today:Explore and examine an array of tools andtechniques situated in, suited to, and/or alignedwith blended learning which effectively provideassessments of, for, and as 21st century learning. 5. Commission on AccreditationCriterion 13The standards require a school to provide evidence of a thoughtful process, respectful of its mission, for the collection and use in school decision-making of data (bothexternal and internal) about student learning 6. Will Richardson 7. Assessing of Basic Skills UsingComputer Adaptive Testing 8. Measures of Academic Progress (MAP) 9. MAP Testing is a tool that becomes anextension of our mission, which is tomaximize individual growth.Pam Shaw, Canton Country Day School (OH) 10. Traditional/Conventional Standardized Testing Updated Computer Adaptive Assessment Web/Browser based admin, available for online schools More frequent (3x) than once a year Reporting on not just achievement but growth More rapid feedback to teachers More detailed analysis of student proficiency Comprehensive curricular resources aligned withproficiency. 11. Sample Math Question Notice the calculator. To use it, click thenumbers with your mouse. 12. Sample Reading Question Read the passage andselect the best answer Click the button 13. DesCartes ExampleStudent Scores a RIT range of 171-180 on the Goal Strand of Estimation and AccurateComputations 14. Teachers using online portal, grabbing studentreports and class reports and using curriculumalignment resources.Parents and tutors getting these same reportsfor supplemental instruction as needed. 15. Blended Assessment ofHigher Order Thinking Skills 16. CWRA is doing trulygroundbreaking work indeveloping assessmentsof the skills that mattermost in the 21st century.The beauty of theCLA/CWRA is that it testsskills all teachers shouldbe accountable forteaching in every class 17. What is a performance task? Students assumeroles in a scenario that is a situated "realworld" and contains the types of problemsthey might need to solve in the future or thepresent. Often documents must beevaluated for informing answers. The task requires critical thinking, analyticalreasoning and problem solving.Communication skills are used in describingthe solution. 18. St Gregory Students Discuss the CWRA videoLong version: version: 19. Haverford 20. OECD TEST FOR SCHOOLSBASED ON PISAHave you ever wanted tocompare your schoolseffectiveness with the worldsbest national educationalsystems? 21. PISA TESTING VIDEO: 22. BLOOD DONATION NOTICE Blood donation is essential. There is no product that can fully substitute for human blood. Blood donation is thus irreplaceable and essential to save lives. In France, each year, 500,000 patients benefit from a blood transfusion.The instruments for taking the blood are sterile andsingle-use (syringe, tubes, bags).There is no risk in giving your blood.Blood donation:It is the best-known kind of donation, and takes from 45 minutes to 1hour.A 450-ml bag is taken as well as some small samples on which tests and checks will bedone.- A man can give his blood five times a year, a woman three times.- Donors can be from 18 to 65 years old.An 8-week interval is compulsory between each donation. 23. Question 1Level 2 item 81.2% of students across OECD can perform tasks at least atthis level 24. Section II. Your Schools Results in anEXAMPLE: International comparisons of international context your schools performance: PISA 2009School ABCD Countries and EconomiesReading: 512 Mathematics: 513 Science: 507 Your schools results are statistically significantly above Your schools average score is not significantly differentCompared to Percentiles (to be developed) Your schools results are statistically significantly below Country orReading Mathematical ScientificCompared to AveragesEconomyliteracyliteracyliteracy Country orReadingMathematical Scientific Shanghai-Economyliteracy literacyliteracyChinaShanghai- KoreaChinaFinlandKoreaCanadaFinlandUnited StatesCanadaUnitedUnited States KingdomUnitedGermanyKingdomTurkeyGermanyOECD AverageTurkeyOECD Average 25. Bringing Performance Task in house:Trans-disciplinary & Collaborative:Collaboratively designing and assessing theseperformance tasks in-house was our very best kindof PDAlbemarle County PSVirginia Beach PSPerformance Task Academies from CWRA(Worcester Academy) 26. OCT: Open Computer Testing What matters is no longer what one knows, but whatone can do with what one knows and with information one can access, evaluate, and apply. Tony WagnerFor a set of resources including sample tests, 27. Open Computer TestingWill Richardson 19 BOLD IDEAS VIDEO: 28. From BBC News, about DenmarkAt five to nine, the room falls silent. One of theteachers stands in front of the class and explains therules. She tells the candidates they can use theinternet to answer any of the four questions. Theycan access any site they like, even Facebook, butthey cannot message each other or email anyoneoutside the classroom.Minister for education in Denmark, Bertel Haarder,says: Our exams have to reflect daily life in theclassroom and daily life in the classroom has toreflect life in society. 29. We dont have to memorize everything- which isbasically what is going to happen in actual careers youdont have to memorize everything you need to knowyou can look it up on the fly. By having the internet available you can get a lotmore information to use on your exam and get a betterunderstanding. You still need to memorize and learn the basics. We are still studying to learn how to apply facts on thetest. And we are studying to determine what the mostefficient way to find the information. 30. Sidebar 31. Today is the day thatmarks the beginning ofthe development of anew and much-improved generation ofassessments forAmericasschoolchildren.Beyond the Bubble Tests: The NextGeneration of Assessments SecretaryArne Duncans Remarks to StateLeadersSeptember 2, 2010 32. For the first time, manyteachers will have thestate assessments theyhave longed fortestsof critical thinking skillsand complex studentlearning that are notjust fill-in-the-bubbletests of basic skills butsupport good teachingin the classroom. September 2, 2010 33. In performance-basedtasks, which areincreasingly common intests administered by themilitary and in other fields,students are given aproblem and must siftthrough a portfolio of toolsand write analytically abouthow they would use themto solve the problem.September 2, 2010 34. PARCC 35. Smarter Balanced 36. PARCC & SMARTER BALANCED PROMISE:Online ELA & Math assessments, grades 3-8 & HS. selected-response, constructed-response, technology-enhanced, and complex performance tasks. (Better in SB, developed by CWRA)Computer Adaptive Testing: (Smarter Balanced only)Formative items and tasks for classroom use.Professional development modules.Digital library for sharing vetted resources and tools. 37. Smarter BalanefSB 38. SB 39. As the public schools move their educational assessmentbeyond the bubble more authentic/situated scenario based performance tasks Computer adaptive (SmarterBalanced) Better evaluation of 21st c. skills and digital literacies, Richer formative assessment Tools: Will they be widely available? more integrated teacher PD and collaboration toolsWhere do we stand? 40. AssessingNon-Cognitive Skills and Aptitudes 41. Wagners 7 Survival Skills critical thinking and problem solving effective oral and written communication accessing and analyzing information - curiosity and imagination collaboration across networks and leading byinfluence - agility and adaptability initiative and entrepreneurship 42. 43. Choate Self-Assessment 44. Students respond to about 40 statements, such as: I like to learn for the sake of learning. Many people fail to get the recognition theydeserve no matter how hard they try.Choate admissions gets a rating on eachapplicants: self-efficacy, locus of control, andintrinsic motivation.10% of unique predictive variance 45. 46. Character and 21st c. skills report cards 47. St. Andrews Episcopal (MD) Effort Report card 48. Assessing Using PBL, Digital Portfolios, and Demonstrations of Learning 49. Demonstrations of Learning: What you do, not what you know, is the ultimate test of education. ~PFB Tweet Conduct a fluent conversation in a foreign languageabout of piece of writing in that language. Invent a machine or program a robot capable ofperforming a difficult physical task. Using statistics, assess whether or not a statement by apublic figure is demonstrably true. Assess media coverage of a global event from variouscultural/national perspectives. Demonstrate a commitment to creating a moresustainable futu