2. Purpose
Student voice and choice: Improving student learning
To consider technology integration into formative
assessment
To show how 21st Century skills can be embedded into
formative assessment
3. “Quality classroom assessment has the
largest positive impact on student
learning and achievement ever
documented.”
Crooks; Black & William; Miesels et al; Rodriguez
(as cited in Gregory, Cameron, & Davies, 2011)
4. Student Voice & Choice
Voice
“When students are involved
in their own assessment, they
are required to think about
their learning and articulate
their understanding – which
helps them learn.”
Schon; Walters, Seidel, & Gardner; Wolf;
Young; Zessoules & Gardner (as cited in
Davies, 2011, p. 12)
Choice
Engage in self-assessment
Set goals
Collect evidence of learning
Present evidence of learning
(Davies, 2011, p. 55-62)
“When students make choices
about their learning,
achievement increases…”
Gearhart & Wolf; Harlen & Deakin-Crick;
Jensen (as cited in Davies, 2011, p. 8)
5. The Student Experience
… is at the centre of
educational practice.
Teaching and assessment
spaces (physical and virtual)
impact student approaches
to learning.
(Crisp, 2012)
6. The Flipped Classroom
Traditional Classroom Flipped Classroom
Instruction at school
Assignments, projects done at home
Teacher is responsible for student
learning
Teacher as performer
Teacher sees the final product
(summative assessment)
Teacher-centred
Instruction at home
Assignments, inquiry projects,
experiments done at school
Student is responsible for own
learning
Teacher as tutor
Teacher observes the process
(formative assessment)
Student-centred
(Bergmann & Sams, 2012)
What a 'flipped' classroom looks like at Clintondale High School, Michigan
7. Assessing Learning
Behaviours
Separating Curriculum from
Behaviour
“Combining disparate kinds
of results into a single
summary should be done
cautiously. To the extent
possible, achievement,
effort, participation, and
other behaviours should be
graded separately.”
(Principles for fair student
assessment, 1993, p. 12)
Class Dojo
8. 21st
CenturySkills
Effective communication (Claro et al.,
2012)
Proficiency Collaboration as more than
just socialisation (Impact of technology,
2002)
Social networking augments learning
because students are sharing, exchanging,
and reflecting on information and ideas.
Curiosity is promoted when students are
encouraged to ask questions and think
about concepts on a larger scale.
9. References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. Eugene, Or.: International Society for Technology in Education.
Claro, M., Preiss, D. D., Martín, E. S., Jara, I., Hinostroza, J. E., Valenzuela, S., et al. (2012).
Assessment of 21st century ICT skills in Chile: Test design and results from high school
level students. Computers & Education, 59(3), 1042-1053.
Crisp, G. (2012). Assessment in virtual learning spaces. Australia: University of Adelaide.
Davies, A. (2011). Making classroom assessment work (3rd ed.). Bloomington, IN: Solution Tree
Press.
Gregory, K., Cameron, C., & Davies, A. (2011). Knowing what counts: Setting and using criteria (2
ed.). Merville, B.C.: Connections Pub.
Kowalski, F. V. & S. E. (2012). Enhancing curiosity using interactive simulations combined with
real-time formative assessment facilitated by open-format questions on tablet
computers. Frontiers in Education Conference, October 2012, 1-5.
Principles for fair student assessment practices for education in Canada. (1993). Edmonton, Alta.:
Joint Advisory Committee.
The Impact of Technology on Student Achievement. (n.d.). Open Training and Education Network.
Retrieved May 19, 2014, from
http://www.oten.info/conferences/jukes/ResearchSummary.pdf
