Assessing assessment

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Assessing assessment

  1. 1. ASSESSING ASSESSMENT: TEN MYTHS TO CONSIDER AND RECONSIDER. Presented by Safir Kassim B University of Mascara
  2. 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. 3. MYTH 1: ASSESSMENT IS AN EXACT SCIENCE
  4. 4. And thus:• Reliable• Valid• Objective• Fair
  5. 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. 6. MYTH 2: “ASSESSMENT” CAN BE CLEARLY DEFINED
  7. 7. Let’s consider these definitions:“any method used to better understandthe current knowledge that a student possesses”.
  8. 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. 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. 10. But, again: - What kind of performance ?• Linguistic?• Paralinguistic?• Procedural?• Needs? … (semantic haziness)
  11. 11. We are trying to define the INDEFINABLEWe are trying to “measure”the UNQUANTIFIABLE
  12. 12. MYTH 3: TEACHERS SHOULDASSESS THE WAY THEY HAVE BEEN ASSESSED (since it works…)
  13. 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. 14. • Feel psychologically “safer” in their traditional approach• Are often “lost” in the digital ocean of information• Don’t know what to read
  15. 15. MYTH 4: BOOKS ARESUFFICIENT TO LEARN BOUT ASSESSMENT
  16. 16. This is not the case in our universities … Why? :
  17. 17. -Scientifically irrelevantsinceDECONTEXTUALISED
  18. 18. Three major issues are missing:• e-assessment• 21st century assessment• Balanced assessment
  19. 19. MYTH 5: TRADITIONAL ASSESSMENT SYSTEMS CANMEET THE NEEDS OF THE “DIGITAL LEARNERS”
  20. 20. We are in a situationwhere old minds have to teach young minds…
  21. 21. Teachers and students have to face thenew paradigm shifts in education. I.e.:
  22. 22. 20th CENTURY 21st CENTURYSTAKEHOLDERS teacher co-learner learner e-learnerTOOLS books e-books assessment e-assessmentPROCESSES disciplinary interdisciplinaryAPPROACHES constructivism CONNECTIVISM
  23. 23. MYTH 6: A ONE-SIZE-FEETS-ALLASSESSMENT CAN GUARANTEE EQUITY
  24. 24. Are we assessing everybody (assessees)?“NOOOO”, say experts in assessment. We are assessing a MINORITY
  25. 25. -The reading/writing learners- The intrapersonal (who prefer working alone)
  26. 26. Why?:Gardner’s theory of multiple intelligenceS Fleming’s theory of learners styleS
  27. 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. 28. Is this fairness?
  29. 29. MYTH 7: “GOOGLEGENERATION” NEEDS ROTE LEARNING
  30. 30. Rote learning can be a good strategy to memorise :Key datesMnemonicsQuotationsPoetryOral traditional texts
  31. 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. 32. MYTH 8: TEACHERS « MUST » USE RED PENS WHEN CORRECTING
  33. 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. 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. 35. The world is changing, what about us?
  36. 36. MYTH 9 : FORMATIVE ANDSUMMATIVE ASESSMENTS ARESUFFICIENT TOEVALUATE THE LEARNERS
  37. 37. Consider these:
  38. 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. 39. MYTH 10: MARKS OR GRADES “MUST” BE DISPLAYED PUBLICLY
  40. 40. YES, it is: “TRANSPARENCY “ But:There is a significant body of evidence that insist on these:
  41. 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. 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. 43. EXCELLENCE, BADNESS, AND GOODNESS ARE JUST RELATIVEJUDGMENTAL NOTIONS…
  44. 44. Towards an individualized, humanised, balanced e-assessment? We hope so…
  45. 45. 100 THNKS 4 UR A10SHN  Safir kassim Boudjelal University of Mascara Safireading@yahoo.com

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