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Assessing assessment

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  • 1. ASSESSING ASSESSMENT: TEN MYTHS TO CONSIDER AND RECONSIDER. Presented by Safir Kassim B University of Mascara
  • 2. Assessment is simply a story of paradoxes, a history of contradictions and a series of impassable biases. It is a slippery zone where every assessor "should" be scientifically "objective" but human,superhumanly «fair" in a world where to err is human.
  • 3. MYTH 1: ASSESSMENT IS AN EXACT SCIENCE
  • 4. And thus:• Reliable• Valid• Objective• Fair
  • 5. It’s simply a myth …Why?• “Assessment is inherently an INEXACT science” (Cohen et al,2005:75)• “L’évaluation n’est PAS une science exact” (Perrenoud, 2003:128)• « An assessment is rarely totally valid or totally reliable » (Norton, 2008:6)
  • 6. MYTH 2: “ASSESSMENT” CAN BE CLEARLY DEFINED
  • 7. Let’s consider these definitions:“any method used to better understandthe current knowledge that a student possesses”.
  • 8. But : – What kind of knowledge ? – Is it knowledge or know-how? – Knowledge or “know-where”? – Have we got the tools to “assess” that knowledge?
  • 9. “ Assesment is the act of evaluating, appraising,and/or estimating the features, qualities, performances,and needs of individuals, programs, and institution” (Board of Edu,April,2004)
  • 10. But, again: - What kind of performance ?• Linguistic?• Paralinguistic?• Procedural?• Needs? … (semantic haziness)
  • 11. We are trying to define the INDEFINABLEWe are trying to “measure”the UNQUANTIFIABLE
  • 12. MYTH 3: TEACHERS SHOULDASSESS THE WAY THEY HAVE BEEN ASSESSED (since it works…)
  • 13. This is the SIMPLEST assessment strategy teachers should UNLEARN Middle and secondary school teachers are oftenRELUCTANT to read and learn about assessment . Because :
  • 14. • Feel psychologically “safer” in their traditional approach• Are often “lost” in the digital ocean of information• Don’t know what to read
  • 15. MYTH 4: BOOKS ARESUFFICIENT TO LEARN BOUT ASSESSMENT
  • 16. This is not the case in our universities … Why? :
  • 17. -Scientifically irrelevantsinceDECONTEXTUALISED
  • 18. Three major issues are missing:• e-assessment• 21st century assessment• Balanced assessment
  • 19. MYTH 5: TRADITIONAL ASSESSMENT SYSTEMS CANMEET THE NEEDS OF THE “DIGITAL LEARNERS”
  • 20. We are in a situationwhere old minds have to teach young minds…
  • 21. Teachers and students have to face thenew paradigm shifts in education. I.e.:
  • 22. 20th CENTURY 21st CENTURYSTAKEHOLDERS teacher co-learner learner e-learnerTOOLS books e-books assessment e-assessmentPROCESSES disciplinary interdisciplinaryAPPROACHES constructivism CONNECTIVISM
  • 23. MYTH 6: A ONE-SIZE-FEETS-ALLASSESSMENT CAN GUARANTEE EQUITY
  • 24. Are we assessing everybody (assessees)?“NOOOO”, say experts in assessment. We are assessing a MINORITY
  • 25. -The reading/writing learners- The intrapersonal (who prefer working alone)
  • 26. Why?:Gardner’s theory of multiple intelligenceS Fleming’s theory of learners styleS
  • 27. The pencil-and- paper-based assessment is an excellent tool to meet those two types of learners, yet the worst way to assesssthe rest of the classroom. I.e.: The MAJORITY
  • 28. Is this fairness?
  • 29. MYTH 7: “GOOGLEGENERATION” NEEDS ROTE LEARNING
  • 30. Rote learning can be a good strategy to memorise :Key datesMnemonicsQuotationsPoetryOral traditional texts
  • 31. Yet:• Memorising facts is waste of time since information is readily available within a mere mouse click away• Rote learning kills creativity• It is lower order thinking vs. higher order thinking• learning today is SOCIAL (connectivism) vs. individual / intrapersonal ( behaviourism).
  • 32. MYTH 8: TEACHERS « MUST » USE RED PENS WHEN CORRECTING
  • 33. Researchers, psychopedagogues and teachers around the world agree on these:• Red is an AGGRESSIVE way to say “WRONG !!!”• It damaged the psyche of students (self- esteem and motivation…)• Too much red “bleeds off” the paper• Red is a sign of authoritarianism (I am the judge)
  • 34. Do you know that : In Queensland (Australia) teachers are not allowed to write in red penANYMORE because apparently it stresses the kids out and make them depressed and angry. (?)
  • 35. The world is changing, what about us?
  • 36. MYTH 9 : FORMATIVE ANDSUMMATIVE ASESSMENTS ARESUFFICIENT TOEVALUATE THE LEARNERS
  • 37. Consider these:
  • 38. TRADITIONAL ASSESMENT 21 st century ASSESMENT1. The teacher is THE ASSESSOR 1. Learners can assess other learners (PEER ASSESMENT) Learners assess THEMSELVES (IPSATIVE ASSESSMENT)2. Paper-and –pencil assessment 2 a. OPEN-BOOK EXAM (safer) b. Authentic assessment (real )3. More concerned with “teaching 3. Teaching to produce “life- to the test” long learners”4. Teach to assess 4. ASSESS TO TEACH AND LEARN
  • 39. MYTH 10: MARKS OR GRADES “MUST” BE DISPLAYED PUBLICLY
  • 40. YES, it is: “TRANSPARENCY “ But:There is a significant body of evidence that insist on these:
  • 41. • Teachers should always accentuate the positive. We can lose those suffering from “LOW SELF-ESTEEM”• Should avoid criticism. Displaying marks publicly is the BEST way• to DEMOTIVATE a boy or a girl• For low achievers, publicising marks is simply a PUBLIC HUMILIATION
  • 42. It is a NON VERBAL VIOLENCE that could be decoded as :-I am bad at ….-My progress will be a miracle (05/20)-I should prepare myself to another PUBLICHUMILIATION (SELF-PROPHECY)
  • 43. EXCELLENCE, BADNESS, AND GOODNESS ARE JUST RELATIVEJUDGMENTAL NOTIONS…
  • 44. Towards an individualized, humanised, balanced e-assessment? We hope so…
  • 45. 100 THNKS 4 UR A10SHN  Safir kassim Boudjelal University of Mascara Safireading@yahoo.com