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Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)
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Co Sn P21 Panel Ppt Spotlight On Assessment Final (2)

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A presentation on 21st century skills from the Partnership for 21st century skills.

A presentation on 21st century skills from the Partnership for 21st century skills.

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    • 1. Spotlight on Assessment and 21 st Century Skills: Moving Beyond AYP Partnership for 21 st Century Skills CoSN K-12 School Networking Conference Washington, D.C. March 10, 2008
    • 2. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 3. P21 Members
    • 4. Who is the Partnership? A unique partnership between business, education and policymakers With support from the U.S. Department of Education
    • 5. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 6. 20 th Century Education Model
    • 7. 21 st Century Skills Framework
    • 8. 21 st Century Skills Framework <ul><li>Core Subjects </li></ul><ul><li>Economics </li></ul><ul><li>English </li></ul><ul><li>Government </li></ul><ul><li>Arts </li></ul><ul><li>History </li></ul><ul><li>Geography </li></ul><ul><li>Reading or Language </li></ul><ul><li>Arts </li></ul><ul><li>Mathematics </li></ul><ul><li>Science </li></ul><ul><li>World Languages </li></ul><ul><li>Civics </li></ul>21 st Century Themes - Global Awareness - Financial, Economic, Business & Entrepreneurship Literacy - Civic Literacy - Health Literacy
    • 9. <ul><li>Learning & Innovation Skills </li></ul><ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Creativity & Innovation </li></ul><ul><li>Communication & Collaboration </li></ul>21 st Century Skills Framework
    • 10. 21 st Century Skills Framework <ul><li>Information, Media & Technology Skills </li></ul><ul><li>Information Literacy </li></ul><ul><li>Media Literacy </li></ul><ul><li>ICT (Information, Communications & </li></ul><ul><li>Technology) Literacy </li></ul>
    • 11. 21 st Century Skills Framework <ul><li>Life & Career Skills </li></ul><ul><li>Flexibility & Adaptability </li></ul><ul><li>Initiative & Self-Direction </li></ul><ul><li>Social & Cross-Cultural Skills </li></ul><ul><li>Productivity & Accountability </li></ul><ul><li>Leadership & Responsibility </li></ul>
    • 12. <ul><li>Learning & Innovation Skills </li></ul><ul><li>Critical Thinking & Problem Solving </li></ul><ul><li>Creativity & Innovation </li></ul><ul><li>Communication & Collaboration </li></ul>21 st Century Skills Framework
    • 13. 21st Century Skills Framework How do I learn more about 21 st century skills? www.21stcenturyskills.org/route21
    • 14. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 15. <ul><li>What is Formative Assessment? </li></ul><ul><li>It is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended outcomes. </li></ul><ul><li>-- CCSSO </li></ul>Formative Assessment
    • 16. <ul><li>Clarifying and sharing learning intentions and criteria for success </li></ul><ul><li>Engineering effective classroom discussions, questions and learning tasks that elicit evidence of learning </li></ul><ul><li>Providing feedback that moves learning forward </li></ul><ul><li>Activating students as the owners of their own learning </li></ul><ul><li>Activating students as instructional resources for one another </li></ul><ul><li>“ Classroom Assessment: Minute by Minute, Day by Day” Leahy, Lyon, Thompson, Wiliam. 2005. </li></ul>Formative Assessment What does it look like in the classroom?
    • 17. <ul><li>Issues </li></ul><ul><li>Definitional Issues </li></ul><ul><li>Gray areas </li></ul><ul><li>Grading </li></ul><ul><li>Teacher Time </li></ul>Formative Assessment
    • 18. <ul><li>Partnership for 21 st Century Skills White Paper on Assessment </li></ul>Formative Assessment
    • 19. <ul><li>P21 Paper </li></ul><ul><li>Focus on 21 st century skills </li></ul><ul><li>Make thinking visible, </li></ul><ul><li>structured, real time, authentic </li></ul><ul><li>Data used to inform instruction </li></ul><ul><li>Build capacity of teachers </li></ul><ul><li>and students </li></ul>Formative Assessment <ul><li>F. A. Characteristics </li></ul><ul><li>in Literature </li></ul><ul><li>Clarifying learning intensions/ </li></ul><ul><li>criteria (standards) </li></ul><ul><li>Rich information, elicit </li></ul><ul><li>evidence of learning, during </li></ul><ul><li>learning </li></ul><ul><li>Feedback to advance </li></ul><ul><li>learning </li></ul><ul><li>Process used by teachers </li></ul><ul><li>and students, activating </li></ul><ul><li>students </li></ul>Partnership for 21 st Century Skills White Paper on Assessment
    • 20. <ul><li>What Teachers Need </li></ul><ul><li>Good assessment skills </li></ul><ul><li>Pedagogical content knowledge </li></ul><ul><li>Professional development </li></ul>Formative Assessment
    • 21. <ul><li>Why is formative assessment so important for 21 st century skills? </li></ul><ul><li>Impact on performance </li></ul><ul><li>Greater authenticity possible </li></ul>Formative Assessment
    • 22. <ul><li>Additional Comments </li></ul><ul><li>External resources </li></ul><ul><li>Tools in white paper </li></ul><ul><li>Technology </li></ul><ul><ul><li>Capabilities for formative assessment </li></ul></ul><ul><ul><li>21 st century technology skills </li></ul></ul>Formative Assessment
    • 23. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 24. <ul><li>PISA </li></ul><ul><li>Competition is global. </li></ul><ul><li>Internationally we are being held to different standards. </li></ul><ul><li>PISA is an assessment that is looking toward the future. It is rooted in “labor market demands.” </li></ul><ul><li>Basic skills are necessary, but not sufficient. </li></ul>Summative Assessment
    • 25. Source: Levy F. and R.J. Murnane (2004) The New Division of Labor: How Computers are Creating the Next Labor Market. Princeton, N.J.: Princeton University Press Summative Assessment
    • 26. <ul><li>Developing large scale 21 st century assessments is challenging </li></ul><ul><li>Expensive – government investment in innovation is essential (enhanced assessment grants). </li></ul><ul><li>Test development is bound by disciplinary conventions. </li></ul><ul><li>The status quo tends to drive much of what is done. </li></ul>Summative Assessment
    • 27. <ul><li>Innovation is possible and essential </li></ul><ul><li>Assessments drive learning </li></ul><ul><li>States – reframing of standards and RFP process </li></ul><ul><li>Vendors can innovate and so can the government….. </li></ul>Summative Assessment
    • 28. No innovation Radical innovation Paper-based Computer-based E-assessment – migration vs. transformation Summative Assessment
    • 29. <ul><li>Collegiate Learning Assessment Council for Aid to Education </li></ul><ul><li>Performance tasks </li></ul><ul><li>Critical thinking </li></ul><ul><li>Analytic reasoning </li></ul><ul><li>Problem solving </li></ul><ul><li>Written communication </li></ul>Summative Assessment
    • 30. ASIAN TIGER MOSQUITO: Question 1 and Document Library Contents
    • 31. ASIAN TIGER MOSQUITO: Experiment Pictures
    • 32. MYTHS: Brueghel Painting
    • 33. <ul><li>High school and college </li></ul><ul><ul><li>Competencies: Define, Access, Evaluate, Manage, Integrate, Create, Communicate </li></ul></ul><ul><ul><li>Content Topics: Humanities, Social Science, Practical Affairs, Popular Culture, Natural Sciences </li></ul></ul><ul><ul><li>Technology Topics - Communication and Research Tools, Database Management, Productivity Tools </li></ul></ul>ETS - iSkills Summative Assessment
    • 34. Summative Assessment www.21stcenturyskills.org/Route21
    • 35. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 36. <ul><li>Elements of classroom assessment </li></ul><ul><li>Self-assessment </li></ul><ul><li>Goal setting </li></ul><ul><li>Setting criteria </li></ul>Maine Experience
    • 37. <ul><li>Criteria based assessments. </li></ul><ul><li>What counts in the work? </li></ul><ul><li>Engagement of students in reflection of learning = increased learning. </li></ul><ul><li>Show evidence of learning – </li></ul><ul><li>Use wikis, video and digital </li></ul><ul><li>story-telling </li></ul>21 st Century Assessment Maine Experience
    • 38. Feedback <ul><li>Peer conferences, peer editing </li></ul><ul><li>Project work with scientists, writers, journalists, architects and town planners </li></ul><ul><li>MEA constructed responses/ETS pilot </li></ul>Maine Experience
    • 39. <ul><li>Keep the </li></ul><ul><li>Focus on Learning </li></ul>Maine Experience
    • 40. <ul><li>Who is the Partnership and what is the Framework for 21 st Century Skills? </li></ul><ul><li>Formative Assessment of 21 st century skills </li></ul><ul><li>Summative Assessment of 21 st century skills </li></ul><ul><li>The Maine Experience </li></ul><ul><li>The North Carolina Experience </li></ul>Overview
    • 41. <ul><li>North Carolina Computer Skills Test </li></ul><ul><li>Physics End-of-Course (online test) </li></ul><ul><li>Biology End-of-Course (true 21st century assessment) </li></ul>North Carolina Experience
    • 42. <ul><li>The application suite designed to provide an interface to the North Carolina Online Test of Computer Skills. </li></ul><ul><li>NCDesk is a collection of small Java programs that replicate common applications, plus a test interface and a test simulation used to understand how the test will work. </li></ul><ul><li>The NCDesk programs perform a limited set of functions and can be used externally from the test and test simulation. </li></ul>NCDesk North Carolina Experience
    • 43. North Carolina Experience
    • 44. <ul><li>Online EOC Physics Test </li></ul><ul><li>84 multiple choice tests </li></ul><ul><li>Administered online </li></ul><ul><li>No longer than 4 hours </li></ul>North Carolina Experience
    • 45. North Carolina Experience
    • 46. Biology EOC PFL* <ul><li>PFL: Preparation for Future Learning multimedia instructional technology </li></ul>North Carolina Experience
    • 47. Challenge <ul><li>Develop a multimedia product that can assess students’ content knowledge as well as their mastery of 21 st century skills. </li></ul><ul><li>Provide students the opportunity to use information as adults do in their jobs/lives. </li></ul><ul><li>Provide formative and summative feedback to students while they simultaneously learn new information and develop new skills. </li></ul><ul><li>Help students learn while they are being assessed so that no instructional time is lost to testing. </li></ul>North Carolina Experience
    • 48. North Carolina Experience <ul><li>Design/research team headed by John Bransford (University of Washington) </li></ul><ul><li>Based on NC Standard Course of Study content: natural selection/genetic traits </li></ul><ul><li>Augmented classroom instruction with multimedia content to expand student understanding of core content </li></ul>
    • 49. <ul><li>http://www.ncpublicschools.org/accountability/ </li></ul><ul><li>testing/computerskills/ </li></ul><ul><li>http://cuacs8.mck.ncsu.edu/ncdesk/ </li></ul>North Carolina Experience
    • 50. <ul><li>We need 21 st century assessments. </li></ul>Conclusion
    • 51. Conclusion We need a balance of formative and summative assessments of 21 st century skills.
    • 52. 177 North Church Ave. Suite 305 Tucson, AZ 85701 (520) 623-2466 Contact Us www.21stcenturyskills.org

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