INITIATING AND S US TAINING
CONVERS ATIONS :
AS S ES S MENT AND
EVALUATION IN THE AGE OF
NETWORKED LEARNING
Konrad Glogows ki
Onta rio Ins titute for S tudie s in E duc a tion
Unive rs ity of Toronto
h ttp:/ www.ois e .utoronto.c a
/
h ttp:/ www.te a c h a ndle a rn.c a /
/ blog

As s e s s m e nt Ne e ds
to b e C onve rs a tiona l
Image Credit: dhammza http://flickr.com/photos/dhammza/88536167/

B log s in th e C la s s room
• Awa y fro m “S c h o o l Writin g ”
• Inq u iry-Orie n te d Ap pro a c h

Inq uiry-Orie nte d C urric ulum
(G ordon We lls , 1995)
• Th e m e s h ou ld c h a lle n g e s tu d e nts to
e xte n d th e ir in te re s ts a n d d e ve lop n e w
s kills .
• Th e th e m e s h o uld a wa ke n a s e ns e of
c urio s ity.
• F o ru m wh e re s tu d e nts c a n fre e ly e xp re s s
id e a s a n d a s k q u e s tio ns .

C onve rs a tiona l As s e s s m e nt
• Ta ke a dva nta g e of
intrins ic m otiva tion.
• As s e s s a nd e va lua te
th roug h c onve rs a tion s
th a t g uide a nd e ng a g e .
Image credit: ecstaticist: http://flickr.com/photos/ecstaticist/447721982/

Mih a ly
C s iks z e ntm ih a lyi
F LOW
Th e m e n ta l s ta te o f o p e ra tio n in wh ic h th e
p e rs o n is fu lly im m e rs e d in wh a t h e or s h e
is d o ing , c h a ra c te riz e d b y a fe e lin g o f
e n e rg iz e d fo c u s , fu ll in vo lve m e n t, a n d
s uc c e s s in th e p roc e s s o f th e a c tivity.

F LOW
1. Go als are Cle ar.
2. Fe e dbac k is Imme diate .
3. A Balanc e be twe e n Oppo rtunity and
Capac ity.
4. C onc e ntra tion De e pe ns .
5. Th e P re s e nt is Wh a t Ma tte rs .
6. C ontrol is No prob le m .
7. Th e S e ns e of Tim e is Alte re d.
8. Th e Los s of E g o.

Initia ting a nd S us ta ining C onve rs a tiona l
As s e s s m e nt
GOALS NEED TO BE CLEAR
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How to G row a B log

How to G row a B log

How to G row a B log

Initia ting a nd S us ta ining C onve rs a tiona l
As s e s s m e nt
FEEDBACK NEEDS TO BUILD
AGENCY, BE MEANINGFUL AND
IMMEDIATE
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Initia ting a nd S us ta ining C onve rs a tiona l
As s e s s m e nt
FLOW: A BALANCE BETWEEN
OPPORTUNITY AND

S e lf-As s e s s m e nt S h e e t

Wh o Am I?

Wh o Am I?

Wh o Am I?

Wh o Am I?

Ins truc tiona l
S c a ffolding / onve rs a tions
C
“a d ia lo g u e b e twe e n te a c h e r a n d le a rn e rs
in wh ic h th e te a c h e r lis te n s c a re fu lly to
g ra s p th e s tu d e n ts ’ c om m u n ic a tive in te nt,
a n d ta ilo rs th e dia lo g u e to m e e t th e
e m e rg in g un d e rs ta n d in g o f th e le a rne rs ”
(Th a rp & G a llim o re , 1 9 91 ).

Ins truc tiona l S c a ffolding
(La ng e r, 1984)
• Own e rs h ip of th e Le a rn in g E ve n t
• App ro pria te ne s s o f th e In s tru c tio n a l Ta s k
• S up p o rtive In s tru c tion
• S h a re d R e s po n s ib ility
• Inte rn a liz a tio n

Two P illa rs of Ha ppine s s
Diffe re ntia tio n :
“invo lve s re a liz ing th a t we a re u n iq ue
in dividu a ls , re s p on s ib le fo r o u r o wn
s urviva l a n d we ll-b e in g , wh o a re willing to
d e ve lo p th is u n iq ue n e s s wh e re ve r it le a d s ,
wh ile e n jo yin g th e e xp re s s io n o f o u r b e in g
in a c tio n .”

Two P illa rs of Ha ppine s s
In te g ra tio n :
“re a liz a tio n th a t h o we ve r u n iq ue we a re ,
we a re a ls o c o m p le te ly e nm e s h e d in
n e two rks o f re la tio n s h ip s with o th e r
h u m a n b e ing s , with c u ltu ra l s ym b o ls a n d
a rtifa c ts , a nd with th e s u rro u n din g n a tu ra l
e n viro nm e nt.

Lind a R ie f:
“Wh e n kid s a re g ive n c h o ic e s in wh a t th e y
re a d a nd wh a t th e y write , a n d tim e to th in k
a b ou t wh a t th e y a re do in g , th e ir writin g
a n d re a d in g g e t b e tte r. Wh e n we tru s t
th e m to s e t g o a ls a nd to e va lu a te th e ir
le a rn ing in p ro g re s s , we will b e g in to
re a liz e th a t th e y kn o w m uc h m o re th a n we
a llo w th e m to te ll u s th ro u g h o u r s e t
c urric ulu m s , o ur s ta n d a rdiz e d te s ts , o u r
writing s a m p le s .”
(D. H. G ra ve s , a n d S u n s te in , B . S . (E d s .),
P ortfolio P o rtra its .)

In itia ting a n d S u s ta in ing C on ve rs a tio ns :
As s e s s m e n t a n d E va lu a tio n in th e Ag e o f
Ne two rke d Le a rn in g
Th a nk Y ou!
Ko n ra d G lo g o ws ki
h ttp :/ www.te a c h a n d le a rn .c a / lo g
/ b