ASSESSMENT: digital? analog? does it matter?

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*Too bad the image "frame" of torn paper rendered incorrectly upon upload of the PDF into Slideshare. Oh well... check this out:

The essential framework for the "big picture" element of this presentation was inspired by Elizabeth Helfant of MICDS in St. Louis, Missouri. Our reading lists are frighteningly similar. I enjoy the validation of the importance of these works from trusted others. I think here sequencing of these elements is smart.

From that point, I used both this slide set and two texts from the Stiggins assessment institute to deliver a job-embedded professional development session at Benton High School on February 25, 2010.

As per usual, the slide deck only shows a part of the event, and much of our work was analog, face-to-face, and on paper. Hey- you have to know when to do what.

It is just far too uncanny that Elizabeth and I seem to have essentially the same reading list. She's a good geek. I love it.

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ASSESSMENT: digital? analog? does it matter?

  1. 1. ASSESSMENT digital? analog? does it matter? Thursday, February 25, 2010
  2. 2. TodaysMeet: http://todaysmeet.com/benton-assessment-1 http://todaysmeet.com/benton-assessment-2 http://todaysmeet.com/benton-assessment-3 http://todaysmeet.com/benton-assessment-4 Thursday, February 25, 2010
  3. 3. WHAT DO WE NEED? FIRST ST EPS BIG PICTURE Thursday, February 25, 2010
  4. 4. BIG PICTURE: (threads throughout) *much of this sequence is borrowed from @ehelfant Thursday, February 25, 2010
  5. 5. “FLOW” From Mihaly Csikszentmihalyi’s seminal work: “Flow: The Psychology of Optimal Experience.” Thursday, February 25, 2010
  6. 6. “...people are most happy when they are in a state of flow— a state of concentration or complete absorption with the activity at hand and the situation. The idea of flow is identical to the feeling of being in the zone or in the groove. The flow state is an optimal state of intrinsic motivation, where the person is fully immersed in what he or she is doing. This is a feeling everyone has at times, characterized by a feeling of great absorption, engagement, fulfillment, and skill— and during which temporal concerns (time, food, ego- self, etc.) are typically ignored.” Thursday, February 25, 2010
  7. 7. “...being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.” Thursday, February 25, 2010
  8. 8. “To achieve a flow state, a balance must be struck between the challenge of the task and the skill of the performer. If the task is too easy or too difficult, flow cannot occur. Both skill level and challenge level must be matched and high; if skill and challenge are low and matched, then apathy results.” Thursday, February 25, 2010
  9. 9. FINDING FLOW: (and it’s relation to assessment) Thursday, February 25, 2010
  10. 10. 1) Perceived challenges, or opportunities for action, that stretch (neither overmatching nor underutilizing) existing skills, a sense that one is engaging challenges at a level appropriate to ones’ capacities. Thursday, February 25, 2010
  11. 11. 2) Clear proximal goals and immediate feedback about the progress being made. Thursday, February 25, 2010
  12. 12. “Zone of Proximal Development” Lev Vygotsky, 1934 Thursday, February 25, 2010
  13. 13. Thursday, February 25, 2010
  14. 14. “Mindset” From: “Mindset, The New Psychology of Success by Carol Dweck, 2006 Thursday, February 25, 2010
  15. 15. Thursday, February 25, 2010
  16. 16. Thursday, February 25, 2010
  17. 17. Thursday, February 25, 2010
  18. 18. Thursday, February 25, 2010
  19. 19. (original graphic by Nigel Holmes) Thursday, February 25, 2010
  20. 20. (original graphic by Nigel Holmes) Thursday, February 25, 2010
  21. 21. “You did such a wonderful job of reading that book... you’re so smart!” Thursday, February 25, 2010
  22. 22. “You did such a wonderful job of reading that book... you’re so smart!” Does this undoubtedly warm sentiment contribute to a growth mindset, or a fixed mindset? How might that be altered? Thursday, February 25, 2010
  23. 23. “connectivism” George Siemens & Stephen Downes, 2005 Thursday, February 25, 2010
  24. 24. *Learning occurs as part of a social network of many diverse connections and ties... **The network is made possible by various tools and technologies which are not as important as the connections made possible by them. Thursday, February 25, 2010
  25. 25. blending theory high anxiety ag m en ivis cy t nec zone of flow con et minds rigor wth gro relevance relationships apathy boredom low low high skills habitudes “4Cs” *This tasty mix was whipped up by the great Elizabeth Helfant. Thursday, February 25, 2010
  26. 26. *from MICDS Thursday, February 25, 2010
  27. 27. so... Thursday, February 25, 2010
  28. 28. SEVEN STRATEGIES: (of assessment for learning) • 1. Provide students with a clear and understandable vision of the learning target. • 2. Use examples and models of strong and weak work. • 3. Offer regular descriptive feedback. • 4. Teach students to self-assess and set goals. • 5. Design lessons to focus on one learning target or aspect of quality at a time. • 6. Teach students focused revision. • 7. Engage students in self-reflection and let them keep track of and share their learning. *Jan Chappuis Thursday, February 25, 2010
  29. 29. Where am I going? How will I get there? *@DrDial Thursday, February 25, 2010
  30. 30. “clear targets?” Thursday, February 25, 2010
  31. 31. “clear targets?” “Math” Subject “Decimals” Topic “p. 152” Resource “Going on a decimal hunt” Activity/Performance Goal Thursday, February 25, 2010
  32. 32. “clear targets?” Thursday, February 25, 2010
  33. 33. “clear targets?” “Comm Arts” Subject “Poetry” Topic “Mending Wall” Resource “Connotation countdown” Activity/Performance Goal Thursday, February 25, 2010
  34. 34. “Clear targets means they are not just listed on the wall, but they are in the child’s head.” ~Jan Chappuis Thursday, February 25, 2010
  35. 35. “learning goals” vs. “performance goals” *in 2‘s or 3‘s, develop a definition for each using p. 18 of your text Thursday, February 25, 2010
  36. 36. Thursday, February 25, 2010 dia gno stic for m ativ e pee r/s elf/ m eta po cogn rtfo itiv lio e sum ma tive assessment continuum
  37. 37. assessment continuum e itiv ogn c eta m tive stic e elf/ lio ativ ma rtfo r/s gno m sum pee for po dia •blog/discussion thread prompts •google forms Thursday, February 25, 2010
  38. 38. assessment continuum e itiv ogn c eta m tive stic e elf/ lio ativ ma rtfo r/s gno m sum pee for po dia •shared google docs/ etherpad •Adobe Acrobat •diigo annotation/collaboration/groups •Twitter/Yammer •awesome highlighter Thursday, February 25, 2010
  39. 39. assessment continuum e itiv cogn eta m tive stic e elf/ lio ativ ma rtfo r/s gno m sum pee for po dia •blog/discussion thread reflections •online reflection journals (info.) •etc... Thursday, February 25, 2010
  40. 40. assessment continuum e itiv ogn c eta m tive stic e elf/ lio ativ ma rtfo r/s gno m sum pee for po dia •kubbu •ESLvideo.com •MyStudiyo •Wikispaces, etc. •Exam Professor •MyAccess •Quia •ZOHO Challenge Thursday, February 25, 2010
  41. 41. The “ASSESSMENT” tag on Del.icio.us. Thursday, February 25, 2010
  42. 42. on today... Thursday, February 25, 2010

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