Assessment techdout


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Assessment techdout

  1. 1. Sheryl Nussbaum-Beach<br /><br />
  2. 2. Paperless handouts<br /> Sheryl Nussbaum-Beach Co-Founder & CEO Powerful Learning Practice, LLChttp://plpnetwork.comsheryl@plpnetwork.comPresident21st Century Collaborative, LLC<br />About me:<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />Instructional Leadership and Assessment<br />
  3. 3. Assessment needs to change. We know this. <br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  4. 4.
  5. 5. Shift from emphasis on teaching…<br />TO AN EMPHASIS ON CO-LEARNING<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  6. 6. Shift To<br />Shift From<br />Photo Credit :<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  7. 7. Summative vs. Formative assessment<br />Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum.<br />Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  8. 8. <ul><li> Gauge students prior knowledge and readiness
  9. 9. Encourage self-directed learning
  10. 10. Monitor progress
  11. 11. Check for understanding
  12. 12. Encourage metacognition
  13. 13. Create a culture of collaboration
  14. 14. Increase learning
  15. 15. Provide diagnostic feedback about how to improve teaching</li></ul>Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />Formative Assessment Can be used to:<br />
  16. 16. Technological change is not additive, its ecological. A new technology does not change something, it changes everything"<br />[Neil Postman]<br />Source: Mark Treadwell -<br />
  17. 17. Shifts focus of literacy from individual expression to community involvement.<br />Students become producers, notjust consumersof knowledge.<br />
  18. 18. How do you do it?-- TPCK and Understanding by Design<br />There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. <br />Teacher and Students as Co-Curriculum Designers<br />What do you want to know and be able to do at the end of this activity, project, or lesson?<br />What evidence will you collect to prove mastery? (What will you create or do)<br />What is the best way to learn what you want to learn?<br />How are you making your learning transparent? (connected learning)<br />Assessment is part of the learning process- student directed or teacher directed.<br />
  19. 19. Connected Learning<br />The computer connects the student to the rest of the world<br />Learning occurs through connections with other learners<br />Learning is based on conversation and interaction<br />Stephen Downes<br />
  20. 20. Connected Learner Scale<br />This work is at which level(s) of the connected learner scale?Explain.<br />Share (Publish & Participate) –<br />Connect (Comment and Cooperate) –<br />Remixing (building on the ideas of others) – <br />Collaborate (Co-construction of knowledge and meaning) –<br />Collective Action (Social Justice, Activism, Service Learning) –<br />
  21. 21. Digital literacies<br />Social networking<br />Transliteracy<br />Privacy maintenance<br />Identity management<br />Creating content<br />Organizing content<br />Reusing/repurposing content<br />Filtering and selecting<br />Self presenting<br />cc Steve Wheeler, University of Plymouth, 2010<br /><br />
  22. 22. Feedback<br /><ul><li> Task -oriented- Provides information on how well the task is being accomplished .
  23. 23. Clarification- Looks at process.</li></ul>How to improve the work.<br /><ul><li> Self-regulating - Encourages learner to evaluate their own work.
  24. 24. Appreciation- specific praise linked to affective growth.</li></ul>What makes a difference to student learning?<br />Constant and meaningful feedback <br />-- The Student <br />--Teacher relationship <br />--Challenging goals <br />John Hattie, University of Auckland 2003<br />
  25. 25. How to Blossom with Expectation – Building Efficacy<br />Examine (pay close attention)<br />Expose (what they did specifically)<br />Emotion (describe how it makes you feel)<br />Expect (blossom them by telling them what this makes you expect in the future)<br />Endear (through appropriate touch)<br />
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  27. 27. It’s about a re-culturation – a transformation - in the way we “do school” and a shift in what we value in this changing learning landscape. <br />
  28. 28.<br />
  29. 29. What does it look like?<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  30. 30. Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />Change is inevitable: Growth is optional<br />Change produces tension- it pushes us out of our comfort zone.<br />“Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge<br />
  31. 31. Courage to Shift the way we teach and learnthe art of release…<br />It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen<br />Sheryl Nussbaum-Beach<br /><br />NEW DIRECTIONS IN ASSESSMENT<br />
  32. 32. Evaluating Best Practice …<br />What do you look for during the walk through?<br />How do you tell the difference between chaos and 21st century best practice?<br />What’s different? What’s shifted?<br />Evidence that an administrator may be able to observe in three minutes would include:<br />1) the level of excitement in the classroom – is it “bubbly” excitement, which may indicate some novelty in using the technology? or is it a “humming” excitement, which may indicate a comfort with technology which is driving student motivation?<br />2) the comfort level of the teacher with the technology – is the teacher’s use of the technology fluid or choppy?<br />3) teacher/student collaboration – does the teacher appear to be comfortable with having the students in the “driver’s seat”?<br />4) student motivation – are the students purpose-driven, using their time purposely to achieve their goals?<br />5) authentic experiences – could the lesson be conducted just as well without the technology involved?<br />NEW DIRECTIONS IN ASSESSMENT<br />