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Assessment In A Digital Age2

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Assessment In A Digital Age2

  1. 1. Measuring Learning, Documenting Growth, Designing for Motivation ASSESSMENT IN A DIGITAL AGE
  2. 2. Goals  Some thoughts about Assessment  Understanding of Assessment Types  Planning for Assessment (UbD)  Tools to Facilitate Assessment  Some Info on Higher Ed
  3. 3. Assessment is the tail that wags the curriculum dog. If we want to see real curriculum reform, we must simultaneous achieve reform of assessment practices. photos/67953162@N00/3033590171/ (Bredekamp & Rosegrant 1992, p.29)
  4. 4. There is a close and necessary relationship between what we choose to assess and what we value most in the education of our children. -Marten Shipman (qtd in Mary-Jane Drummond, 2008a) http://www.flickr.com/photos/84861681@N00/1235568187/
  5. 5. What do we mean by Assessment? •Diagnostic •Traditional (criterion •Formative based) •Summative •Inquiry •Conversational •Project •Portfolio •Performance •Self-Reflective •Problem
  6. 6. Can you define each of the terms in the previous slide? Which forms are most important? Rank them? How do you apply each in your practice?
  7. 7. Assessment of 21st century Skills  Support a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments  Emphasize useful feedback on student performance that is embedded into everyday learning  Require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills  Enable development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers  Enable a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills From Partnership for 21st Century Skills
  8. 8. FeedBack  Timely  Appropriate and reflective  Honest & Supportive  Focused on learning  Enabling – receiving feedback with out the opportunity to act upon it is frustrating, limiting and counter productive. Students must be able to learn from and apply this feedback
  9. 9. Design for 21st Century Assessment
  10. 10. UbD Wiggins and McTighe Content Skills and Literacies
  11. 11. Informal Tests and Academic Performance checks for Quizzes Prompts Tasks understanding
  12. 12. Shift from Product to Process
  13. 13. Mixing the Tech with the Design •What do I want them to do? • How can I make the learning visible? •How can I make sure feedback and reflection are frequent?
  14. 14. Diagnostic Assessment Blog Posts Google Forms
  15. 15. Self and Peer Review
  16. 16. Formative Assessment Blogs/Reflective Journals Shared Docs
  17. 17. Wikis Polling Options  DyKnow  PollEverywhere  Clickers
  18. 18. Shared Notebooks Skype Chat/Whiteboard Space Vyew
  19. 19. WebAssign
  20. 20. Inquiry Based Learning Models Habits of Mind Skills
  21. 21. Digital Writing/Writers Workshop Conversational Assessment-Rich with Comments and Feedback Blogging Collaborative Writing Rutgers New Humanities/ Writer’s House
  22. 22. Performance Based Assessment Performance-based assessments "represent a set of strategies for the . . . application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students“ (Hibbard and others, 1996, p. 5) http://www.flickr.com/photos/38107604@N00/505594648/
  23. 23. Project Based Learning Models Rubrics/Checklist Skills
  24. 24. Project Based Learning •AP Museum Wiki Final Project •WikiBooks •Adv History Documentaries •Frederick Douglass Debates •Global Climate Change Symposium
  25. 25. InterCultural Literacy
  26. 26.  Graphic Novels – History Overview  Facebook 1800
  27. 27. WHAT DO WE KNOW ABOUT COLLEGES AND TECH INTEGRATION TRENDS
  28. 28. What Colleges Are Thinking Assessment approaches must do three things: first, satisfy the highest standards of reliability and validity so results can be meaningfully compared; second, be engaging to the student, constituting a significant learning as well as an assessment opportunity; and third, be recognized as authentic by faculty by assessing skills seen as critical for college graduates to master. Summative assessments typically meet one or two of these criteria, but rarely meet all three of them. Collegiate Learning Assessment.org
  29. 29. Movement in College Physics  Simulation – V Python  Modeling - Stella  Video Analysis – Logger Pro  Visualization with CAS  Traditional Labs
  30. 30. Movement in Humanities
  31. 31. Tracking Changes - RSS i Google Reader Feedbeater
  32. 32. Social Bookmarks i Diigo Delicious
  33. 33. Bransford et al. (2000, p. 6) note that the “… sheer magnitude of human knowledge renders its coverage by education an impossibility; rather, the goal is conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge to think productively.” http://www.flickr.com/photos/43925496@N00/280143435/
  34. 34. Rubrics Checklists Assessment Devices Student Generated Skill s, Life Skills, Content Reources: Classroom Assessment and Grading that Works – Marzano Rubistar Kathy Schrock’s Guide for Educators
  35. 35. Google- Blogger, Docs, and Reader Wikispaces Zoho Diigo ACCOUNT CREATION

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