Flipped assessment

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Thoughts about flipped assessment for flipped classrooms

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Flipped assessment

  1. 1. Presentation: Dr Stewart Hase
  2. 2. Current assessment Higher education is great at teaching students how to write essays/reports  Focus tends to be on summative assessment  Ability to assess higher level Bloom’s Taxonomy is difficult/impossible in essays/reports  Testing ability to regurgitate facts is a waste of time in the 21st century environment 
  3. 3. Student competencies for the 21st Century Cognitive agility  Being able to research  Sorting the wheat from the chaff  Problem solving  Analysis  Experimenting  Reflecting  Applying 
  4. 4. Internet as the game changer We no longer have to deliver content  Provide the GPS coordinates  Oversee rather than control  Use content to deliver higher order cognitive skills  Flipped classrooms  Flipped assessment 
  5. 5. Flipped assessment Formative rather than summative assessment-do away with the final essay/report  Assess capacity to prepare for the flipped classroom  Assess performance in the flipped classroom   (Flipped assessment: RYAN, B.. Flipping Over: Student-Centred Learning and Assessment. Journal of Perspectives in Applied Academic Practice, North America, 1, dec. 2013.)
  6. 6. Assess capacity to prepare for flipped classroom Research ability  Hypothesising  Summarising  Preparation  Analysis  Resilience 
  7. 7. Assess performance in the flipped classroom Cooperative learning  Problem solving  Reflection  Analysis  Synthesis 
  8. 8. See also http://www.facultyfocus.com/seminars/as sessment-strategies-for-the-flippedclassroom/  http://jpaap.napier.ac.uk/index.php/JPAA P/article/view/64  http://heutagogycop.wordpress.com  http://www.bloomsbury.com/uk/selfdetermined-learning-9781441142771/ 

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