This document discusses several topics related to assessment, including new opportunities enabled by technology, challenges in assessing skills like collaborative and self-regulated learning, and the interplay between formal and informal assessment methods. It notes how technologies allow for alternative evidence sources like peer and self-assessment. Assessment needs to evaluate what is truly valued and involve human judgment. Standardized tests are best used to evaluate systems, not individual students or teachers, and digital formats can enhance formative assessment. Communication is important to help stakeholders understand the appropriate role of high-stakes testing.

1. Assessment –
as, of and for learning

2. New Affordances
New pedagogies, new assessments
What are the new affordances made possible through new technologies? What types of assessments
are now possible? What is the crossover (embedded?)
• Collaborative Learning. How to assess collaborative learning? (i.e., PISA)
• Alternative sources of evidence
– Feedback through peers and self-assessment. MOOCs… anonymous peer … higher stakes?
– Anonymous peer scoring – is it as valid and reliable as formal assessments.
– Are children going to engage in teaching agent?
– Assess what we value… Open system that involved human judgment.
• Self-regulated learning. formative assessment. Challenge: Balance between structured and
unstructured… negotiate around complex problem solving environment.
• Personalized Learning. How to support from the primary level. Observing in learning
environment..what are the indicators of success. How to support self-directed learning. How to
scaffold the students and assess continuously.
• Challenge: How to assess the interaction between cognitive and non-cognitive skills/activities
• Progress of learning when solving complex problems. Conceptual change, cognitive improvement.
Interaction between changes in cognitive and non-cognitive issues.

3. Assessment Policy & Accountability
Accountability – interplay between formal and informal & How to combine standardized and performance
assessment.
Communicating how assessment decisions impact classrooms
• How do we help the community see high stakes testing in context. Research community – critical on high stakes testing.
• Political focus.. considering standardized tests… overtesting… How to communicate assessment can and cannot do? (private market commercial
parties… priv
• How to deal with who owns the data and how to protect privacy and confidentiality.
• Data skills, data culture… difficult to communicate with policy makers… data analytics skills…
Policy environments impact classrooms
• U.S. – National policy: requirement for technology has a forcing effect on the system
• Netherlands: transition – adaptive curriculum in the classroom, so do not need the standardized tests anymore… classroom level do not need those
standardized tests.
• Finland: do not have standardized tests.. university entrance=going digital,
---- Self-assessment and peer assessment – contributes to
---- multiple assessments…
Use standardized tests to assess the system, not individual students or teachers:
Flanders.. Finland, Korea… recommended into UK… ==high performing countries…
• Sensible sampling… but use digital assessments and adaptive curriculum and assessments for formative..
Europe= waiting for PISA results.
Finland = PISA… learning to learn.. higher order thinking… alignment…
PISA…. Note the countries using PISA to establish policy…