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
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Web Authenticity
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Commentary
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Simulation
-------
Blog
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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
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