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Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
Assessing 21st Century Skills
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Assessing 21st Century Skills

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Presentation for Academy District 20 Summer Institute Workshop, June, 2010.

Presentation for Academy District 20 Summer Institute Workshop, June, 2010.

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  • 1. Formative Assessments for 21st Century Skills<br />Nancy White, 21st Century Learning & Innovation Specialist<br />Academy School District 20<br />nancy.white@asd20.org<br />
  • 2. Objectives<br /><ul><li>What are 21st Century Skills?
  • 3. Why & what do we assess?
  • 4. 21stCentury Assessment Strategies
  • 5. Assessment Tools – Free & Online
  • 6. Workshop Time: Build Your Own Assessment Tools and/or unit</li></li></ul><li>What are the qualities of effective “assessment”?<br />
  • 7. Characteristics of Good Assessment<br />The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases.<br />The test items should represent the full range of knowledge and skills that are the primary targets of instruction.<br />Expectations for student performance should be clear.<br />NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm<br />
  • 8. Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are: <br /> • Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect) <br />• Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management) <br />• Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership) <br />• Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy) <br />• Invention (for example, but not limited to: creativity, innovation, integration of ideas) <br />Technology Literacy<br />
  • 9. CDE 21st Century Skills Wordle<br />http://wordle.net<br />
  • 10. What Students Need to Know<br />
  • 11. Assessments – Why?<br />Inform the teacher:<br />How students performed – to assign a grade<br />What needs re-teaching<br />
  • 12. Assessments…Also<br />Provide students with information about their performance that can promote their learning <br />Motivate students to study or apply themselves because they know they are to be evaluated. <br />Provide teachers with data to evaluate the effectiveness of their instruction<br />
  • 13. Assess What? -Product<br />Traditional Assessments:<br />Content Knowledge<br />Organization<br />Presentation<br />Summative Assessment<br />Summarizes what has been learned.<br />
  • 14. What about the Process?<br /><ul><li>Research process
  • 15. Information Literacy Skills
  • 16. Use of Tools
  • 17. “The Three C’s” of 21st Century Learning
  • 18. Collaboration
  • 19. Communication
  • 20. Creative Problem Solving</li></li></ul><li>21st Century Skills<br />Invention<br />Technology Literacy<br />Collaboration<br />Information Literacy<br />Self Direction<br />Critical Thinking & Reasoning<br />
  • 21. Inquiry Elements<br />Explore<br />Question<br />Investigate<br />Explain<br />Connect<br />Communicate<br />Evaluate<br />
  • 22. Inquiry & 21st Century Skills<br /><ul><li>Explore
  • 23. Question
  • 24. Investigate
  • 25. Explain
  • 26. Connect
  • 27. Communicate
  • 28. Evaluate</li></ul>Information Literacy<br />Technology Literacy<br />Critical Thinking & Reasoning<br />Collaboration<br />Self Direction<br />
  • 29. ISTE NETS<br />Creativity & Innovation<br />Communication & Collaboration<br />Research & Information Fluency<br />Critical Thinking, Problem Solving & Decision Making<br />Digital Citizenship<br />Technology Operations & Concepts<br />
  • 30. How can we assess the skills?<br />
  • 31. Formative Assessment<br />Good assessment starts with a clear purpose<br />inFORMS instruction (teacher)<br />inFORMS students – what they know and don’t know or how to do<br />
  • 32. Components of Formative Assessment<br />Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.<br />
  • 33. Students have clear picture of learning targets<br />Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/<br />
  • 34. Students received feedback<br />Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/<br />
  • 35. Students Engaged in Self-Assessment<br />Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com> <br />
  • 36. Provide understanding of specific steps students can take to improve<br />Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com> <br />
  • 37. Strategies to Involve Students in Formative Assessment <br />Provide a clear and understandable vision of target<br />Use examples of strong & weak work<br />Offer regular descriptive feedback<br />Teach students to self-assess and set goals<br />Design lessons to focus on one aspect of quality at a time<br />Teach students focused revision<br />Engage students in self-reflection<br />Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.<br />
  • 38. Formative Assessment:Examples<br />Think-Pair-Share Activity<br />Student Summarizes Information<br />Interview students/conferencing<br />Research journal<br />Observation checklist<br />Student checklist<br />Concept Mapping<br />Rubrics<br />
  • 39. 21st Century Assessments<br />Supports a balance of assessments<br />Emphasizes useful feedback on student performance<br />Requires a balance of formative and summative assessments that measure student mastery of 21st century skills<br />Partnership for 21st Century Skills<br />
  • 40. Black & Wiliam, 1998 Research Findings<br /><ul><li>Comments have a strong impact on learning, stronger than comments & grades or only grades
  • 41. Quality of feedback is crucial to learning
  • 42. Setting process goals is more effective than setting product goals
  • 43. “Assessment Conversations” are effective
  • 44. Formative feedback is associated with more positive attitudes towards learning</li></li></ul><li>Rubrics: What Should Be Assessed?<br />Standards & Benchmarks<br />What do you want students to know and be able to do?<br />What will you be teaching specifically?<br />Ask yourself: “How will I know that they know?” …What does success look like?<br />
  • 45. Example: Information Literacy Skill<br />Researches and Evaluates Information <br />Uses a variety of appropriate tools to record notes and store information <br />
  • 46. Information Literacy Skill<br />Researches and Evaluates Information <br />Middle School: Uses a variety of appropriate tools to record notes and store information<br />
  • 47. Skill to Rubric<br />What criteria will you highlight?<br />What should I look for?<br />The descriptors of degrees of quality in meeting the criteria <br />Answer this: What does success look like?<br />Quantitative? Or Qualitative?<br />
  • 48. Information Literacy Skill<br /><ul><li>Researches and Evaluates Information
  • 49. Middle School: Uses a variety of appropriate tools to recordnotes and storeinformation</li></ul>Qualitative<br />Quantitative<br />
  • 50. Information Literacy Skill<br /><ul><li>Researches and Evaluates Information
  • 51. Middle School:Uses a variety of appropriate toolstorecordnotesandstoreinformation</li></ul>Qualitative<br />Quantitative<br />
  • 52. Information Literacy Skill<br />
  • 53. Creating a Rubric<br />
  • 54. Exercise<br />4 Groups<br />Each group will work on developing the rubric for two different 21st century skills criteria<br />Post to your wiki page<br />Share back after lunch!<br />
  • 55. Lunch!<br />
  • 56. More Examples of Formative Assessments<br />Checklists<br />PBL Checklists<br />Rubrics<br />8th Grade Technology Assessment “Rubric for Any Research Project”<br />High School Rubric (Joyce Valenza)<br />Rubistar<br />-Self Evaluation- reflection<br />
  • 57. Types of Process Assessment<br />Portfolios help students to:<br />determine meaningful work. <br />reflect on their strengths and needs. <br />set learning goals. <br />see their own progress over time. <br />think about ideas presented in their work. <br />see the effort they put forth. <br />feel ownership and pride in their work. <br />realize their work has personal relevance. <br />http://www.phschool.com/professional_development/assessment/portfolio_based_assess.html<br />
  • 58. Digital Portfolios: Examples<br /><ul><li>General Layout using a Wiki
  • 59. A Middle School Student-Led Conference with Portfolio Evidence
  • 60. VoiceThread as ePortfolio for Student-Led conference
  • 61. 21st Century Skills</li></li></ul><li>Intel’s Assessment Site<br /><ul><li>Tour
  • 62. Set up Account
  • 63. Build assessment plans</li></li></ul><li>Designing Assessment<br />When will you assess?<br />Backwards Design:<br />What do you want students to know and be able to do (Standards)<br /><ul><li>Knowledge/Skills - Objectives</li></ul>How will you know they know it/can do it?<br />Learning Activities<br />Big idea/essential question<br />
  • 64. Work Time<br />Backwards Design Exercise<br />Build your assessment tools<br />Two Choices:<br />For ½ credit for this class, fill out this one-page exercise<br />For extended credit, (log your hours) complete an assessment timeline<br />If you also took D-Quadrant Learning –this can be included with your unit plan<br />
  • 65. Recap<br />Assessing the process is critical<br />Assessments are diagnostic<br />Use the information to inform your teaching<br />Assess what matters – what you want students to know and be able to do<br />
  • 66. TechLearning: http://www.techlearning.com/showArticle.php?articleID=193700630<br />
  • 67. Assessment For Learning<br />
  • 68. Questions?<br />Nancy White<br />nancy.white@asd20.org<br />

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