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Assessing 21st Century Skills


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

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

Published in Education , Technology
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  • 1. Formative Assessments for 21st Century Skills
    Nancy White, 21st Century Learning & Innovation Specialist
    Academy School District 20
  • 2. Objectives
    • 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
  • What are the qualities of effective “assessment”?
  • 7. 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.
  • 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:
    • 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
  • 9. CDE 21st Century Skills Wordle
  • 10. What Students Need to Know
  • 11. Assessments – Why?
    Inform the teacher:
    How students performed – to assign a grade
    What needs re-teaching
  • 12. 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
  • 13. Assess What? -Product
    Traditional Assessments:
    Content Knowledge
    Summative Assessment
    Summarizes what has been learned.
  • 14. What about the Process?
    • 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
  • 21st Century Skills
    Technology Literacy
    Information Literacy
    Self Direction
    Critical Thinking & Reasoning
  • 21. Inquiry Elements
  • 22. Inquiry & 21st Century Skills
    Information Literacy
    Technology Literacy
    Critical Thinking & Reasoning
    Self Direction
  • 29. ISTE NETS
    Creativity & Innovation
    Communication & Collaboration
    Research & Information Fluency
    Critical Thinking, Problem Solving & Decision Making
    Digital Citizenship
    Technology Operations & Concepts
  • 30. How can we assess the skills?
  • 31. 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
  • 32. Components of Formative Assessment
    Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
  • 33. Students have clear picture of learning targets
    Photo by Michael Surran,
  • 34. Students received feedback
    Photo by Wonderlane:
  • 35. Students Engaged in Self-Assessment
    Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <>
  • 36. Provide understanding of specific steps students can take to improve
    Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <>
  • 37. 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.
  • 38. Formative Assessment:Examples
    Think-Pair-Share Activity
    Student Summarizes Information
    Interview students/conferencing
    Research journal
    Observation checklist
    Student checklist
    Concept Mapping
  • 39. 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
  • 40. Black & Wiliam, 1998 Research Findings
    • 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
  • 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?
  • 45. Example: Information Literacy Skill
    Researches and Evaluates Information
    Uses a variety of appropriate tools to record notes and store information
  • 46. Information Literacy Skill
    Researches and Evaluates Information
    Middle School: Uses a variety of appropriate tools to record notes and store information
  • 47. 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?
  • 48. Information Literacy Skill
    • Researches and Evaluates Information
    • 49. Middle School: Uses a variety of appropriate tools to recordnotes and storeinformation
  • 50. Information Literacy Skill
    • Researches and Evaluates Information
    • 51. Middle School:Uses a variety of appropriate toolstorecordnotesandstoreinformation
  • 52. Information Literacy Skill
  • 53. Creating a Rubric
  • 54. 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!
  • 55. Lunch!
  • 56. More Examples of Formative Assessments
    PBL Checklists
    8th Grade Technology Assessment “Rubric for Any Research Project”
    High School Rubric (Joyce Valenza)
    -Self Evaluation- reflection
  • 57. 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.
  • 58. Digital Portfolios: Examples
    • 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
  • Intel’s Assessment Site
    • Tour
    • 62. Set up Account
    • 63. 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
  • 64. 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
  • 65. 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
  • 66. TechLearning:
  • 67. Assessment For Learning
  • 68. Questions?
    Nancy White