Evangeline Harris StefanakisBoston University, Boston MA

edhs@bu.edu

MAKING LEARNING VISIBLE:UNMASKING

ASSESSMENT in the ACADEMY?

Moving From Problems to Possibilities

ASSESSMENT

Problems to Possibilities ????PROBLEM: CLIENT’S COST-> PRODUCT QUALITY? ACADEMY…..EVIDENCE Assessment/ Evaluation

POSSIBILITY:EVIDENCE QUALITY PRODUCT Global Market….CAN BU student compete/win jobs?

POLICY IN UK/ EU/AACU/ Higher Ed Competitors BU as an Institution/ Display “cutting edge” products NEASC->ASSESSMENT systemically needs work ?

SOCIAL/SOCIAL/CULTURAL/CULTURAL/HISTORIC VIEWHISTORIC VIEW

Schools As SortersSchools As Sorters-

Lewis Terman /Intelligence Tests

Are over 100 years of “Tests” any different?

Chapman 1922

Multiple Perspectives:Assessment for Learning

Learning Accountability

Self Assessment

Informal Feedback

Rubrics/Quality Indicators

Portfolios

Performance Based

Standardized Tests

Misconception #1- confused terms

What is Assessment? What is Evaluation?

To AssessTo Assess =to Sit Beside the Learner (Latin)

To EvaluateTo Evaluate =to assess according to values

“ Sort Learners into Norm Groups ”

To AssessTo Assess To EvaluateTo Evaluate

Learner Norm

Misconception #2- Confused PhraseAssessment for Learning or Assessment of Learning

(Stiggins,2006)

Assess Both Process & Products of Student Learning

How?1. Collection Work + Reflection on Work

2. Selection of Work for Different Purposes

3. Evidence of Accomplishment + Criteria for Merit

Misconception #3- Documentation CURRICULUM / ASSESSMENT

ASSESS of learning ASSESS for learning

Teacher Records Student Records

Course InfoBlackboard

Personalized Original Work Samples/

Digication

Misconception #3- Documentation CURRICULUM / ASSESSMENT

FACULTY STUDENT

Course InfoBlackboard

WWW.DIGICATION.COM

Personalized Original Work Samples/

Multiple Intelligences (Gardner, Sternberg 2002 (Tufts)

Multiple Entry Points

for Curriculum & Assessment

Portfolio Assess

Student Works

Personalization-Profile Individual

Heinemann.comAmazon.com

• Book & CD Book & CD

Gallery PortfoliosGallery Portfolios Teacher ResourcesTeacher Resources MI/Assess/RubricsMI/Assess/Rubrics Graduation Graduation

StandardsStandards ConferencesConferences

Possibility #1CLARIFY THE PURPOSES OF ASSESSMENT

IMPROVE STUDENT LEARNING Making learning visible to students (Seidel et al) Fostering reflective learning which is self adjusting Acknowledging and celebrating learning Communicating learning to stakeholders and the wider community

IMPROVING TEACHERS’ TEACHING Adjusting instruction to meet the needs of individual students Fostering reflective teaching which informs practice Communicating learning to multiple constituencies/stakeholders Improving the capacity to reach high standards of achievement

Possibility # 3 Examine and Borrow Education Resources

La Guardia & CUNY ----e-portfolio.lagcc.cuny.eduPenn State----portfolio. psu.edu

Collect Exemplars----

Student Portfolios & Development tools Faculty/ Teacher Resources/ Design Syllabi/Grading/Assess/Rubrics Course/ Discipline/ Graduation Standards

JOURNEY COMPREHENSIVE ASSESSMENT (e - Portfolios)

COLLECT EVIDENCE

FOLDER ->PORTFOLIOS

TRAVELINGPORTFOLIO

SELECT REFLECT &CONNECT

CGS Challenges

Evidence of Learner’s Development Process & Products

COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING

WWW.DIGICATION.COMHealth care professionals create a personalized theory of knowledge to guide practice

Curricular Modules

Micro TeachingPhilosophyMetaphor

Wiki orE-Journal

School of Public Health

QUESTIONS & COMMENTS?