Assessment for learning v2

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This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down"

Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process.

Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.

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Assessment for learning v2

  1. 1. ASSESSMENT FOR LEARNING How Measuring Success During Learning Turns Testing Upside Down Dick Carlson Chief Learning Officer Applied Educational Systems
  2. 2. THANKS FOR ATTENDING Slides in this format (grey box, white letters) Contain content that was generated by participants on site at the 2013 ACTE National Conference in Las Vegas. I’ve found that when I make a “presentation” to a large room of experienced practitioners, there is much more knowledge in the room than in my head. So I view the session as a collaboration rather than a mind dump. Thanks to all of the great folks who participated, and especially to Anne Kruse (from Applied Educational Systems) who scribed all this down on big yellow sheets of paper. Dick Carlson
  3. 3. KNOWLEDGE
  4. 4. HOW DO YOU MEASURE SUCCESS?
  5. 5. REACT TO THE WORD “ASSESSMENT”
  6. 6. TYPES OF ASSESSMENT ________________________ ________________________
  7. 7. TYPES OF ASSESSMENT Summative Formative
  8. 8. SUMMATIVE ASSESSMENT The goal of summative assessment is to crush student creativity and any interest in learning, by ranking them against an arbitrary rating scheme developed by nerds in New Jersey. Summative assessments are often high stakes, which means teachers may get improved parking spots, classrooms with windows, or printers with toner. Measurement techniques are very similar to those used in factories that produce lug nuts.
  9. 9. SUMMATIVE ASSESSMENT The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include a midterm exam, a final project, a paper a senior recital. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
  10. 10. FORMATIVE ASSESSMENT The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • • help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: • draw a concept map in class to represent their understanding of a topic • submit one or two sentences identifying the main point of a lecture • turn in a research proposal for early feedback . http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
  11. 11. INSTRUCTION VS ASSESSMENT Answers generated by participants: Can they take info and apply it in the real world? How can you connect this with the real world/your life? SOLs (Stats vs learning) Ask questions that encourage different types of learning Can this apply to previous or future types of learning?
  12. 12. WHY?
  13. 13. WHY?
  14. 14. 5% WHY?
  15. 15. WHY?
  16. 16. HOW? The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • • . help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately
  17. 17. QUESTIONING
  18. 18. QUESTIONING Answers generated by participants: Quick checks of understanding Ask opionated question to prompt a debate Higher level thinking (emotional connections) How is this subject going to affect the future? Identifying a student before asking a question Tell student to obtain the answer Polleverywere.com Socrative.com Was info connected to prior learning? Meaningful? Important? What would make it more important How passionate about what I’m teaching?
  19. 19. FEEDBACK
  20. 20. SELF AND PEER ASSESSMENT
  21. 21. LEARNING STYLES Answers generated by participants: How they study If video is relevant! Ways to get feedback Mid lesson questioning Demonstration back What can we do better?
  22. 22. WHAT STUDENTS KNOW Answers generated by participants: Get it? Follow along? Method useful? Need more help? More practice? If different?
  23. 23. SURVEYS Answers generated by participants: Level of understanding (apply) Get message? How do students want to be assessed? Whow effects of absence Time elements Can you apply it?
  24. 24. ASSESSMENT FOR LEARNING How Measuring Success During Learning Turns Testing Upside Down dickc@aeseducation.com Dick Carlson Chief Learning Officer Applied Educational Systems

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