6 ignite weston
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This document outlines a process for assessing students' development of 21st century skills. Teachers choose a unit of study and 1-3 student outcomes from a matrix of 21st century skills. Students take a pre-test and post-test that applies the targeted skills and core content. Teachers embed explicit instruction of the skills into the unit while maintaining content integrity. After teaching the unit, teachers collaboratively score the post-tests, analyze student work, and provide feedback to facilitate student reflection. The goal is to implement this process for every grade and subject.
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This document discusses performance task assessments as a form of 21st century assessment. It begins by explaining that performance tasks assess higher-order skills like critical thinking by giving students real-world scenarios and roles. They must evaluate documents and provide solutions in formats like memos or speeches. The document then provides steps for schools and teachers to design and implement their own performance tasks, such as collaborating to identify the skills to assess, developing an age-appropriate scenario for students, and creating rubrics and scoring collaboratively. It emphasizes that performance tasks provide authentic assessments of the skills students need for the future.
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The document discusses the changing landscape of accreditation for online and blended learning programs. It notes the increasing emphasis on outcomes over inputs by organizations like iNACOL and in the Common Core standards. There is no universally accepted set of quality standards for online and blended learning. Independent schools will need to ensure any collaborative arrangements maintain accountability and school culture integrity as accrediting bodies determine how to evaluate new program models.
Blending assessment for 21st century learning
This document explores four approaches to assessing 21st century learning: (1) assessing basic skills using computer adaptive testing, (2) assessing higher order thinking skills, (3) assessing non-cognitive skills, and (4) putting it together using project-based learning, digital portfolios, and demonstrations of learning. It also includes a sidebar on the PARCC and SMARTER Balanced assessments.
Digital citizenship for oesis for posting
The document discusses digital citizenship and how it differs from traditional citizenship. It notes that citizenship in ancient Greece involved obligations to the community that brought honor. Digital citizenship involves mindset and practice of effective online participation to build a democratic and diverse culture. Learning digital citizenship skills like attention, participation, collaboration, critical thinking, and network awareness can help address social problems through online networks.
Digital citizenship for oesis for posting
The document discusses the importance of digital citizenship and participation. It argues that learning to participate effectively online through mindful digital participation can help build a more democratic and diverse culture. Effective digital participation involves developing skills like attention, participation, collaboration, evaluating information critically, and understanding how to operate safely and productively in networks.
Performance task assessment educon conversation
This document outlines an agenda for a session on examining sample Consortium for Work-Based Readiness Assessments (CWRA) and performance task assessments. The session will:
1. Examine sample CWRA and performance task assessments.
2. Discuss the value of CWRA assessments, including their ability to assess skills like inquiry, critical thinking, and communication.
3. Discuss how CWRA-style assessments could be extended and implemented in other education programs.
The document provides links to sample CWRA assessments and invites participants to discuss what constitutes high and low quality student responses, the skills required for strong responses, and how CWRA assessments can be used as models and implemented in schools.
Sedlacek's CERPP Presentation
This document summarizes a presentation on assessing noncognitive variables in college admissions. It discusses limitations of standardized tests, introduces Sternberg's three types of intelligence, and outlines several noncognitive variables like self-concept and leadership that can provide additional information about applicants. The document also reviews legal cases supporting consideration of these variables and programs that have successfully used noncognitive assessments, like the Gates Millennium Scholars program.
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- 9. SCORE
- 10. ANALYZE STUDENT WORK & ASSESSMENT ITEMSROBUST FEEDBACK SELF ASSESS SELF ASSESS
- 11. CRITICAL THINKING COLLABORATION CREATIVE THINKING COMMUNICATION THE FOUR C’S
- 12. AIMACADEMIC INNOVATION & MEASUREMENT -MEASURE -DRIVE INSTRUCTIONAL INNOVATIONS
- 16. High Priority 21st Century SkillsStudent Outcomes Matrix
- 17. PILOT
- 18. THE PROCESS CHOOSE A UNIT CHOOSE 1-3 STUDENT OUTCOMES FROM THE 21STCENTURY SKILLS MATRIX
- 19. THE PROCESS 3. PRE-TEST 4. POST-TEST – PERFORMANCE BASED APPLICATION OF SELECTED 21STCENTURY SKILLS& CORE CONTENT
- 20. THE PROCESS 5. TEACH UNIT EMBED EXPLICIT INSTRUCTION OF HIGH PRIORITY SKILLS INTO UNIT MAINTAINCONTENT INTEGRITY 6. COLLBORATIVELY SCORE POST-TEST ANALYZE STUDENT WORK GIVE ROBUST FEEDBACK FACILITATE STUDENT REFLECTION
- 21. LET’S DO THIS WITH EVERY GRADE!!! GRADE LEVEL CORNERSTONE ASSESSMENT LANGUAGE ARTS MATH SCIENCE SOCIAL STUDIES WORLD LANGUAGE ART MUSIC PHYSICAL EDUCATION