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.

1. ASSESSMENT FOR
LEARNING
How Measuring Success During Learning
Turns Testing Upside Down
Dick Carlson
Chief Learning Officer
Applied Educational Systems

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. KNOWLEDGE

4. HOW DO YOU
MEASURE SUCCESS?

5. REACT TO THE WORD
“ASSESSMENT”

6. TYPES OF
ASSESSMENT
________________________
________________________

7. TYPES OF
ASSESSMENT
Summative
Formative

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. 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. 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. 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. WHY?

13. WHY?

14. 5%
WHY?

15. WHY?

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. QUESTIONING

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. FEEDBACK

20. SELF AND PEER
ASSESSMENT

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. WHAT STUDENTS KNOW
Answers generated by participants:
Get it?
Follow along?
Method useful?
Need more help?
More practice?
If different?

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. ASSESSMENT FOR
LEARNING
How Measuring Success During Learning
Turns Testing Upside Down
dickc@aeseducation.com
Dick Carlson
Chief Learning Officer
Applied Educational Systems