developing assessment tasks
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This document discusses the design and benefits of performance assessment tasks. It notes that performance tasks assess students' skills in three dimensions rather than just right/wrong answers. They pose authentic, real-world problems and allow for creative solutions. An example math task about water resources engages students and uses the subject to understand a real issue. Effective tasks give students choice, involve authentic work, and present outcomes to a real audience outside of just the teacher.
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The document discusses the gap between the skills students are being taught in schools versus the skills needed for careers, college, and citizenship in the 21st century. It identifies seven key survival skills and proposes moving from an education focused on academic content mastery to one focused on competency in critical thinking, problem solving, collaboration and other skills. It provides examples of steps schools can take to assess and improve instruction in these skills.
Assessment is a common aspect of each and every classroom. In t
Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video,
Assessment for Learning (Links to an external site.)Links to an external site.
, points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning.
Choose one of the following digital tools to enhance your written response (
Smore (Links to an external site.)Links to an external site.
,
Prezi (Links to an external site.)Links to an external site.
,
PowToon (Links to an external site.)Links to an external site.
,
Sliderocket (Links to an external site.)Links to an external site.
,
Screencast-O-matic (Links to an external site.)Links to an external site.
, or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.
Address and include the following:
Key strategies from the video
Your own ideas about both formative and summative assessments
How both sets of ideas could be implemented to create an effective classroom environment
Be sure to include examples to illustrate and support your ideas.
Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1).
Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills?
21st Century Skills Assessment (Links to an external site.)Links to an external site.
Reference:
Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf
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The document discusses authentic learning tasks, which involve real-world activities that demonstrate meaningful application of skills, and authentic assessment, where students are evaluated on performing tasks using rubrics. Various benefits of authentic learning are provided, including increased engagement, collaboration, and development of complex skills, as well as examples of authentic tasks and their key elements.
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developing assessment tasks
- 2. 1:15-2:15 Developing Globally Focused Performance Assessment Tasks Asia Society National Education Conference 2010 July 9, 2010 Natasha Borisova, Jennifer Chidsey Pizzo, Tonilee Hanson, Tim Kubik, Don Proffit
- 5. Curriculum Frameworks Units Assessment Tasks Formative Summative Expectations Performance Outcomes Graduate Profile
- 9. Example Task Math Water, Water How does this task engage students in a compelling real world problem? How does the task scaffold instruction and use math to understand the issue?
- 12. Visit us on the web at: www.AsiaSociety.org/Education
Editor's Notes
- Welcome Introductions Overview of Session
- Aspects of GPS: What does this mean for Elementary/MS—scaffolding performance
- GPS components with an emphasis on Expectations: POs
- Traditional Assessment: The student identifies a hammer. Performance Tasks: The student identifies a hammer from a set of tools, the student shows how to use it, AND the student uses the hammer in an appropriate way (i.e., to build something, not whack his neighbor).
- Problem 1: The End in Mind is a STUDENT DOING THESE THINGS, NOT THESE THINGS BEING DONE BY A STUDENT. Problem 2: A Task Ask is open ended, not an analytical capabilities and skills statement threat breaks every element of the task down into a one-to-one traditional assessment. Rubrics are NOT checklists. Share example of TCL/UTL designed by Booze Allen for DHS. This may be good for accountability after the fact, but not for motivating student performance.