Download to read offline
Uploaded byEdTechTeacher.org
Assessing Change in Changing Time
1) The document discusses managing systemic change towards developing 21st century skills in students. It emphasizes the need to plan change backwards using logic models with clear learning goals and performance assessments. 2) It recommends that change needs to happen within the instructional core through lessons led by teachers. Rubrics will be important to evaluate students' mastery of 21st century skills through performance tasks. 3) The document provides examples of logic models that map learning goals, assessments, benchmarks and learning activities to support developing students' skills in areas like information literacy. It stresses using assessment data to drive instructional improvements through curriculum mapping and professional development.
More Related Content
Similar to Assessing Change in Changing Time
Assessing Change in Changing Time
- 1. Assessing Change in ChangingTimes Justin Reich Tom Daccord EdTechTeacher.org M.A.S.S. Webinar Series
- 3. Where are wegoing? • Preparing students for success in career, college and citizenship • Nurturing 21st century skills – Expert Thinking – Complex Communication – New Media Literacy
- 5. Managing System Change towards21st century skills 1. Change has to be backwards planned (and logic models are the tool) 2. Change has to happen in the instructional core (led by/with teacher-leaders) 3. 21st century skills will primarily be evaluated through performances of understanding (so rubrics will be central)
- 6. Backwards Planning Select learninggoals What do you want students to be able to do? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?
- 8.
- 9. WHAT DO YOUWANT STUDENTS TO BE ABLE TO DO?
- 10. Logic Model Learning Goals NewMedia/ Technology Literacy Expert Thinking Complex Communication
- 11. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Productivity Software Persuasive Multimedia Communication Multimodal Literacy Digital Citizenship/ Internet Safety
- 12. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy
- 13. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Identifying information needs Assessing Sources Finding Sources Crediting Sources Using Sources
- 14. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments
- 15. Who is onyour team? • District vs. building? • Asst. Sup. for curriculum and instruction? • Principals? Asst. Principal for academics? • Academic Technology? Library/media? • Curriculum specialists? • Teacher-leaders!
- 16. HOW WILL STUDENTS DEMONSTRATETHEIR DEVELOPING MASTERY OF THOSE GOALS?
- 17. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments
- 18. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project
- 19. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Research Journal Annotated Bibliography Common Elements
- 20. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Research Journal Annotated Bibliography Common Elements Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing
- 21. Building/District Rubric Co-Creation •Collect examples and exemplars from throughout the building • Collect best practices online (Classroom 2.0 ning, Rubistar.4teachers.org) • Collect and analyze student work • Instructional Rounds (Elmore, City, Teitel) focused on information literacy instruction • Pilot, Pilot, Pilot!
- 22. Skill Benchmarks Exceeds Standard (4) Meets Standard (3) Approaching Standard(2) Getting Started (1) •Identify source needs Research journal shows original/creative search strategy and keywords RJ shows effective search strategy and diverse keywords RJ shows basic search strategy and some keywords RJ missing search strategy or keywords Find and use credible sources Annotated Bibliography shows thoughtful evaluation of credibility An Bib shows many credible sites, with some evaluation of credibility AnBib shows some credible sites, with limited evaluation of credibility AnBib shows a few well chosen sites, but many sites lack credibility or no evaluation •Use multiple source types AnBib includes great diversity of source types AnBib includes multiple source types AnBib includes two types of sources AnBib includes one type of source Appropriate crediting/citing Complex sources cited correctly Sources cited correctly in MLA format Sources cited in MLA format with errors Sources credited without format
- 23. Using Data toAddress Instruction Identify a Problem of Practice Gather data about the problem Examine Instruction Develop an Action Plan Act and Assess Further Reading: Data Wise and Data Wise in Action
- 24. HOW WILL YOUPREPARE STUDENTS TO MASTER THE GOALS AND SUCCEED ON THE ASSESSMENT TASK?
- 25. Logic Model Learning Goals NewMedia/ Technology Literacy Information/ Search Literacy Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELA Personal History Project Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing Learning Activities •Identifying search keywords •Advanced search engine strategies •Search engines vs. search directories •Web site evaluation •Proactive search strategies •Citation and crediting •Subject specific skills
- 26. Curriculum Mapping • Whereare these lesson activities taught? • What necessary skills are not taught anywhere? • Where should they be taught? • Are we teaching skills in similar ways?
- 27. Logic Model Performance Assessments Science Fair Project Geography Country Presentation Historical Artist Portfolio ELAPersonal History Project Skill Benchmarks •Identify source needs •Find and use credible sources •Use multiple source types •Appropriate crediting/citing Learning Activities •Identifying search keywords •Advanced search engine strategies •Search engines vs. search directories •Web site evaluation •Proactive search strategies •Citation and crediting •Subject specific skills Instructional Support •District rubric creation •District data analysis •Technology access • Common planning time •Professional Development •Coaching •Model projects •Model lessons •Observational protocols •Curriculum mapping Information/ Search Literacy
- 28. Using Data toAddress Instruction Identify a Problem of Practice Gather data about the problem Examine Instruction Develop an Action Plan Act and Assess Further Reading: Data Wise and Data Wise in Action Learning Goals Performance Assessments Skill Benchmarks Learning Activities Instructional Support
- 29. Leveraging Technology for Assessment •As your teaching/learning activities go online, it becomes easier to share/aggregate data – Publish student work projects – Publish teaching materials – Use electronic grading
- 30. Assessing Change in ChangingTimes • Plan backwards from goals with logic models • Measure change the only place it matters: in the instructional core • Use rubrics to gather quantitative data about performance assessments • Use that assessment data to drive decisions about learning activity and instructional support
- 31. • “It’s thehardest work I’ve ever done in my career. We’re trying to effect change at scale, and we have to ‘play on two playing fields’ at once. We’re still being judged by the criteria for AYP and state accountability, while holding ourselves to a much higher standard. We have to succeed at both. It’s hard, but it’s the right work to be doing.” –Jim Merrill, Virginia Beach (quoted in Tony Wagner’s Global Achievement Gap)
- 32. Visit us atEdTechTeacher.org! justin@edtechteacher.org tom@edtechteacher.org
- 33. Cycle of Experimentand Experience Fear - Growth+ Institutional Capacity+ Experiment Review (Experience)Plan
Editor's Notes
- #2 ChrisDede, Learning Technologies as Fire vs. Medicine
- #5 Once you know where you want to go, you need to evaluate whether or not you are making progress getting there … Yogi Berra, “We’re lost but we’re making great time!”
- #6 The goal of this session is to be to backwards plan from our goals
- #9 Draw Arrow
- #13 Picked this one because I actually think it’s a great place to start thinking about system wide 21st century skill development
- #14 Talking in Verbs
- #18 Type some school challenges
- #19 Nature of 21st C skills is that they are distributed across the subject areas