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Assessing 21st Century Skills
 

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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    Assessing 21st Century Skills Assessing 21st Century Skills Presentation Transcript

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