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

http://www.quia.com/tutorials/quia_navigate

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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