Blending assessment for 21st century learning


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  • On an ending note, I want to share a short video from a new course we are offering at St. Gregory, Design Build Te ch Innovation.
  • Blending assessment for 21st century learning

    1. 1. Exploring Four Approaches and a SideBar: I Assessing Basic Skills Using Computer Adaptive Testing Assessing 21st Century II Assessing Higher Order Thinking Skills Learning III Sidebar: PARCC & SMARTER BALANCED.OESIS, February 1, 2013 IV Assessing Non-Cog V Putting it Together: PBL, Digital Portfolios, and Demonstrations of Learning.
    2. 2. Kevin Mattingly, dean of faculty at Lawrenceville School (NJ): • “We talk about 21st century skills and conceptual frameworks, and we say, this is what our kids need! • How, then, do we find out and evaluate what they know, probing empatheticallyAssessing What Matters and fair-mindedly?”
    3. 3. – Technology-based assessments that combine cognitive research and theory about how students think with multimedia, interactivity, and connectivity. – This can be done within the contextNETP of relevant societal issues and problems that people care about in everyday life. – Systems can be designed to capture students’ inputs and collect evidence of their knowledge and problem- solving abilities.
    4. 4. My Goal Today:Explore and examine an array of tools andtechniques situated in, suited to, and/or alignedwith blended learning which effectively provideassessments of, for, and as 21st century learning.
    5. 5. Commission on Accreditation Criterion 13 The standards require a school to provide evidence of a thoughtful process, respectful of its mission, for the collection and use in school decision-making of data (bothexternal and internal) about student learning
    6. 6. Will Richardson
    7. 7. Assessing of Basic Skills UsingComputer Adaptive Testing
    8. 8. Measures of Academic Progress™ (MAP)
    9. 9. MAP Testing is a tool that becomes anextension of our mission, which is to maximize individual growth.Pam Shaw, Canton Country Day School (OH)
    10. 10. • Traditional/Conventional Standardized Testing Updated• Computer Adaptive Assessment• Web/Browser based admin, available for online schools• More frequent (3x) than once a year• Reporting on not just achievement but growth• More rapid feedback to teachers• More detailed analysis of student proficiency• Comprehensive curricular resources aligned with proficiency.
    11. 11. Sample Math Question• Notice the calculator.• To use it, click the numbers with your mouse.
    12. 12. Sample Reading Question• Read the passage and select the best answer• Click the <Go on> button
    13. 13. DesCartes ExampleStudent Scores a RIT range of 171-180 on the Goal Strand of Estimation and AccurateComputations
    14. 14. Teachers using online portal, grabbing studentreports and class reports– and using curriculumalignment resources.Parents and tutors getting these same reportsfor supplemental instruction as needed.
    15. 15. Blended Assessment ofHigher Order Thinking Skills
    16. 16. “CWRA is doing trulygroundbreaking work indeveloping assessmentsof the skills that mattermost in the 21st century.”The beauty of theCLA/CWRA is that it testsskills all teachers shouldbe accountable forteaching in every class
    17. 17. What is a performance task? Students assumeroles in a scenario that is a situated "realworld" and contains the types of problemsthey might need to solve in the future or thepresent. Often documents must beevaluated for informing answers. The task requires critical thinking, analyticalreasoning and problem solving.Communication skills are used in describingthe solution.
    18. 18. St Gregory Students Discuss the CWRA videoLong version: version:
    19. 19. Haverford
    20. 20. OECD TEST FOR SCHOOLS BASED ON PISA Have you ever wanted to compare your school’s effectiveness with the world’s best national educational systems?
    22. 22. BLOOD DONATION NOTICE Blood donation is essential. There is no product that can fully substitute for human blood. Blood donation is thus irreplaceable and essential to save lives. In France, each year, 500,000 patients benefit from a blood transfusion. The instruments for taking the blood are sterile and single-use (syringe, tubes, bags). There is no risk in giving your blood.Blood donation:It is the best-known kind of donation, and takes from 45 minutes to 1hour.A 450-ml bag is taken as well as some small samples on which tests and checks will bedone. - A man can give his blood five times a year, a woman three times. - Donors can be from 18 to 65 years old.An 8-week interval is compulsory between each donation.
    23. 23. Question 1Level 2 item – 81.2% of students across OECD can perform tasks at least atthis level
    24. 24. Section II. Your School’s Results in anEXAMPLE: International comparisons of international context your school’s performance: PISA 2009 School ABCD Countries and Economies Reading: 512 Mathematics: 513 Science: 507 Your school’s results are statistically significantly above Your school’s average score is not significantly different Compared to Percentiles (to be developed) Your school’s results are statistically significantly below Country or Reading Mathematical ScientificCompared to Averages Economy literacy literacy literacy Country or Reading Mathematical Scientific Shanghai- Economy literacy literacy literacy ChinaShanghai- KoreaChina FinlandKorea CanadaFinland United StatesCanada UnitedUnited States KingdomUnited GermanyKingdom TurkeyGermany OECD AverageTurkeyOECD Average
    25. 25. Bringing Performance Task in house: Trans-disciplinary & Collaborative: “Collaboratively designing and assessing theseperformance tasks in-house was our very best kind of PD” Albemarle County PS Virginia Beach PS Performance Task Academies from CWRA (Worcester Academy)
    26. 26. OCT: Open Computer Testing What matters is no longer what one knows, but whatone can do with what one knows and with information one can access, evaluate, and apply. Tony WagnerFor a set of resources including sample tests,
    27. 27. Open Computer TestingWill Richardson 19 BOLD IDEAS VIDEO:
    28. 28. From BBC News, about DenmarkAt five to nine, the room falls silent. One of theteachers stands in front of the class and explains therules. She tells the candidates they can use theinternet to answer any of the four questions. Theycan access any site they like, even Facebook, butthey cannot message each other or email anyoneoutside the classroom.Minister for education in Denmark, Bertel Haarder,says: “Our exams have to reflect daily life in theclassroom and daily life in the classroom has toreflect life in society.
    29. 29. • We don’t have to memorize everything- which is basically what is going to happen in actual careers you don’t have to memorize everything you need to know you can look it up on the fly.• By having the internet available you can get a lot more information to use on your exam and get a better understanding.• You still need to memorize and learn the basics.• We are still studying to learn how to apply facts on the test.• And we are studying to determine what the most efficient way to find the information.
    30. 30. Sidebar
    31. 31. ―Today is the day thatmarks the beginning ofthe development of anew and much-improved generation ofassessments forAmerica’sschoolchildren. Beyond the Bubble Tests: The NextGeneration of Assessments – Secretary Arne Duncan’s Remarks to State Leaders September 2, 2010
    32. 32. ―For the first time, manyteachers will have thestate assessments theyhave longed for—testsof critical thinking skillsand complex studentlearning that are notjust fill-in-the-bubbletests of basic skills butsupport good teachingin the classroom.‖ September 2, 2010
    33. 33. ―In performance-basedtasks, which areincreasingly common intests administered by themilitary and in other fields,students are given aproblem and must siftthrough a portfolio of toolsand write analytically abouthow they would use themto solve the problem.‖ September 2, 2010
    34. 34. PARCC
    35. 35. Smarter Balanced
    36. 36. PARCC & SMARTER BALANCED PROMISE:Online ELA & Math assessments, grades 3-8 & HS. – selected-response, – constructed-response, – technology-enhanced, – and complex performance tasks. (Better in SB, developed by CWRA)Computer Adaptive Testing: (Smarter Balanced only)Formative items and tasks for classroom use.Professional development modules.Digital library for sharing vetted resources and tools.
    37. 37. Smarter Balanef SB
    38. 38. SB
    39. 39. As the public schools move their educational assessment“beyond the bubble” – more authentic/situated scenario based performance tasks – Computer adaptive (SmarterBalanced) – Better evaluation of 21st c. skills and digital literacies, – Richer formative assessment Tools: • Will they be widely available? – more integrated teacher PD and collaboration toolsWhere do we stand?
    40. 40. AssessingNon-Cognitive Skills and Aptitudes
    41. 41. Wagner’s 7 Survival Skills• critical thinking and problem solving• effective oral and written communication• accessing and analyzing information -• curiosity and imagination• collaboration across networks and leading by influence -• agility and adaptability• initiative and entrepreneurship
    42. 42.
    43. 43. • Choate Self-Assessment
    44. 44. Students respond to about 40 statements, such as:• I like to learn for the sake of learning.• Many people fail to get the recognition they deserve no matter how hard they try.Choate admissions gets a rating on eachapplicants: self-efficacy, locus of control, andintrinsic motivation.10% of unique predictive variance…
    45. 45.
    46. 46. Character and 21st c. skills report cards
    47. 47. St. Andrew’s Episcopal (MD) Effort Report card
    48. 48. Assessing Using PBL, Digital Portfolios, and Demonstrations of Learning
    49. 49. Demonstrations of Learning: “What you do, not what you know, is the ultimate test of education.” ~PFB Tweet• Conduct a fluent conversation in a foreign language about of piece of writing in that language.• Invent a machine or program a robot capable of performing a difficult physical task.• Using statistics, assess whether or not a statement by a public figure is demonstrably true.• Assess media coverage of a global event from various cultural/national perspectives.• Demonstrate a commitment to creating a more sustainable future with means that are scalable.
    50. 50. Demonstrations Project-Based of Learning Learning
    51. 51. Peer Assessment Teamwork/ Self- Assessment Collaboration (Perseverance) Final Product: Content, Creativity and Craftsmanship Content Knowledge Expert Assessment Tested Project OrganizationPBL HOLISTIC ASSESSMENT
    52. 52. DigitalDoL PBL Portfolios
    53. 53. • High Tech High Digital Portfolios• New Tech Network Digital Portfolios Digital Portfolios
    54. 54. Quantifying Portfolio Assessment:• Percentage completing challenging demonstrations of learning with excellence• Engaging expert external reviewers of representative sampling of portfolios evaluating according to a school-designed rigorous rubric
    55. 55. jonathanemartin@gmail.comTwitter: @JonathanEMartin