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Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
Pbl assessment
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Pbl assessment

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  • Not growth mindset
  • Transparency
  • Rigor, relevance, relationshipsCreativity critical thinking , connection, collaboration
  • Transcript

    • 1. AssessmentIt Isn’t Black and White- It Isn’t Scantrons
    • 2. What is Assessment?The word ‘assess’ comes from the Latin verb‘assidere’ meaning ‘to sit with’.In assessment one is supposed to sit with thelearner. This implies it is something we do ‘with’and ‘for’ students and not ‘to’ students(Green, 1999).
    • 3. Assessment in education is the process ofgathering, interpreting, recording, and usinginformation about pupils’ responses to aneducational task.(Harlen, Gipps, Broadfoot, Nuttal,1992)
    • 4. Types of Assessment• Diagnostic• Formative• Peer/Self/Metacognitive• Portfolio• Summative
    • 5. What doestheory/research say? Assessment for Learning
    • 6. Assess what we value!We’ve created a culture in whichstudents learn what we assess!
    • 7. The State of Assessment• “A wealth of research – a poverty of practice.” (Black and Wiliam, 1998)• Shift from “teaching” to “learning”• Confusion of terms and conditions – Assessment • Formative • Summative • Diagnostic • Preassessment • Portfolio Assessment
    • 8. Black and Wiliam•Frequent short tests are better than infrequent longones.•New learning should be tested within about a weekof first exposure.•Be mindful of the quality of test items and work withother teachers and outside sources to collect goodones.•Comments alone have more impact on studentachievement than comments and grades orgrades only.For more: http://bit.ly/dmYUHW
    • 9. Assessment should be:• “…learner-centered, teacher-directed, mutually beneficial, formative, context- specific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993).
    • 10. Formative Assessment & Effective Feedback
    • 11. Why Formative Assessment?“There is a body of firm evidence thatformative assessment is an essentialcomponent of classroom work and that itsdevelopment can raise standards ofachievement. We know of no other way ofraising standards for which such a strongprima facie case can be made.”(Black & Wiliam, 1998)
    • 12. “Traditional” Assessment Practices• Generally encourage rote/ superficial learning• Can predict students results on external tests, but provides little information about students’ learning needs• Focus on quantity, rather than quality, of work• Over-emphasize grading, under-emphasize learning
    • 13. Check-In Question #1What are key features offormative assessment?
    • 14. Formative Assessment“A key characteristic [of formative assessment] isthat the assessment information is used, by bothteacher and pupils, to modify their work in orderto make it more effective.” (Black, 1993)• Role for both teachers and students• Assessment information must be used to make adjustments to teaching & learning• Timing: While learning is “in progress”• Not all classroom assessments are formative!
    • 15. Formative Assessment: Range of Practices Planned-for Embedded SeparateOn-the-Fly Interaction Assessment AssessmentINFORMAL FORMAL* Adapted from Shavelson (2003)
    • 16. Quick Tools• Google Forms• Wallwisher• Blogs/ Learning Journals
    • 17. Check-In Question #2In your subject area,what is an example of a“planned-for interaction”formative assessmentopportunity?
    • 18. Check-In Question #3In your subject area,what is an example ofan “embedded”formative assessmentopportunity?
    • 19. Purposes of Formative Assessment• Monitoring Learning – Whether learning is taking place• Diagnosing (informing) learning – What is & isn’t being learned• Forming learning – What to do about it* Borrowed from Wiliam (2004)
    • 20. Check-In Question #4In your subject area, howwould an assessment fordiagnosing learning lookdifferent from an assessmentfor monitoring learning?
    • 21. Components of Formative Assessment• Eliciting assessment information• Interpreting elicited assessment information• Acting upon interpretations – Providing feedback to students – Reflecting upon & revising teaching* Adapted from Ruiz-Primo (2005)
    • 22. “Traditional” Feedback• Provides information about relative standing, rather than how to improve• Reinforces to “weaker” students that they lack “ability” and are not able to learn
    • 23. Necessary components of “good” feedback• Sadler (1989) delineated 3 necessary components of feedback: – The standard which is to be achieved – The actual level of performance – How to go about closing the gap• Ramaprasad’s (1983) definition emphasized use of information to close the gap
    • 24. “Good” feedback• Provides specific information (Black, 1998; Black et al., 2004; Bonnoil, 1991; Choi, Nam, & Lee, 2001; Croocks, 1998; Elawar & Corno, 1985; Harlen & James, 1997; Mavrommatis, 1997; Sadler, 1998; Torrance & Pryor, 2001)• Compares student performance to clear standards, not to performance of others• Is honest and authentic• Is timely
    • 25. Steps to Providing “Good” Feedback• Start with the positive• Use specific, non-judgmental language to indicate areas for improvement• Target a small number of areas where the student is ready to make improvement, and provide guidance about what to do next• Provide an opportunity for relearning, correction, and revision in response to feedback
    • 26. Grades & Feedback• Students tend to ignore feedback when accompanied by a grade or overall judgment (Black, Harrison, Lee, Marshall, & Wiliam, 2004) “A numerical mark or grade does not tell you what to do: if it is high, you’re pleased but have no impetus to do better, if it is low it might confirm your belief that you are not able to learn the subject.” (Black & Harrison, 2001)
    • 27. DiagnosticDiagnostic assessments provide instructors withinformation about students prior knowledge andmisconceptions before beginning a learningactivity• Blog Prompts• Google Forms• Learning Inventories
    • 28. Formative• Homework (ReThinking Homework)• Research – Zoho Notebook – OneNote Notebooks – Noodle Tools• Lab reports and WikiBooks• Shared Google Docs (writing and presentations) or iEtherpad.com• Reading Assignments (Diigo)• Blogs• Quizzes (Moodle, Canvas, Quia)
    • 29. Peer/Self/Metacognitive• Frederick Douglas Presentations• Blog Reflections• Learning Journals• Private Google Doc or Spreadsheet
    • 30. Portfolios
    • 31. Other Sites• Quia• Kubbu• ESL Video• Exam Professor
    • 32. Images• Flow - Uploaded on November 20, 2007 by Eric Bégin http://www.flickr.com/photos/47604778@N00/2050880593/• Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Vivamus et magna. Fusce sed sem sed magna suscipit egestas.
    • 33. ConnectivismLearning occurs as part of a social network of manydiverse connections and ties-Network made possible by various tools and technologieswhich are not as important as the connections madepossible by them.
    • 34. Blending Theory

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