Holistic assessments are learning tools that can be leveraged by teachers to ensure students achieve desired learning objectives. Traditionally, assessments have focused on external demonstrations of learning through tests, but holistic assessments take a broader view and define assessment as gathering diverse information to develop a deep understanding of what students know and can do. Holistic assessments are most valuable when they are used to stimulate new learning, are authentic to life experiences, promote positive consequences for students, help students understand their own growth, and expand rather than limit opportunities. The document provides examples of rubrics and criteria teachers can use to implement holistic assessments and encourage reflection when demonstrating the flipped classroom model.

1. Holistic Assessments: A
Learning Tool
Teaching the Flipped Classroom
2015

2. Holistic Assessments: A Learning Tool
Teaching the Flipped Classroom
30 September 2015
Assessment has for a long time been recognized as a powerful driver of learning,
and therefore something that teachers could leverage on to ensure students achieve
desired objectives. This belief that assessment drives learning focused on the
external value of learning has helped to sustain simplistic conceptions of learning
and assessment. In an outcome based system focused on the external value of
learning what has become important is the performance on the test rather than the
learning that facilitates doing well on a test. However, there are alternative views of
learning and along with these views a commitment to re-defining of the role of
assessment in learning: Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to develop a deep
understanding of what students know, understand and can do with their knowledge
as a result of their educational experiences; the process culminates when
assessment results are used to improve subsequent learning. Assessments are
valuable when they are "low stakes," that is, when students and teachers use them
to clarify achievement, interest, and aptitude for the purpose of stimulating new
learning. Assessments are valuable when they are authentic to life experiences as
much as possible, therefore encouraging the integration of vocational and general
education. Assessments are valuable when they promote positive consequences for
students, helping them form new and more meaningful habits. Assessments are
valuable when they do not separate students into performance categories, but rather
help students better understand their own growth. Assessments are valuable when
they match instructional aims, which, in turn, match societal aims for education. In
short, assessments are valuable when they expand opportunities for students rather
than limit opportunities. While demonstrating the Flipped Classroom, teachers
implement holistic assessments to encourage students and to provide opportunities
to reflect on their performance.

3. Teachers Demonstrating and Participating in Holistic Assessments

5. 1 2 3 4 Score
Participation
in group
discussions
Student didn't
participate in
any discussion
and was
disrespectful
and disruptive
while other
students were
talking.
Student didn't
participate in
any discussion
but was not
disruptive.
Student
participated
during one or
two group
discussion and
had thoughful
input.
Student fully
participated during
evey group
discussion and had
thoughtful input.
Group
Brochure
Student didn't
help group
make the
brochure.
Brochure was
thrown
together with
out much
thought.
Student
followed
direction and
made the
brochure.
Student was
creative, used
detail, and put
thought into
making brochure.
Creativity
The brochure
contains a
few graphics
and
enhancements
The brochure
contains some
graphics and
enhancements
The brochure
includes a
good amount
of graphics
and
enhancements
that are
appropriate
for the
module
The brochure
contains an
adequate amount
of graphics and
enhancements that
adds attraction
withouttaking away
from the content
Informative
No research
shown.
Little
research
shown.
Research
shown ; does
not contribute
to final
product.
A lot of information
relevant to the
final product.
Total score
/40

8. Beginning
1
Developing
2
Qualified
3
Exemplary
4
Score
Product
Information
Includes
information
from only
one section
Includes
information
from only
some
sections and
not thorough
Includes
information
from most or
all sections,
but not
thorough
Includes
information
presented from all
sections that gives
target audience
thorough
knowledge of
product
Creativity
No creativity
and no
organization
of
information
Little
creativity &
organization
of
information
and simple
video layout
More
creativity &
organization
of
information
and nice
video layout
Most creative &
organization of
information is
attractive and
fantastic video
layout
Humour
Not includes
humour and
not attractive
Includes
humour but
does not
show much
needs to
describe
product.
Includes
humour but
needs more
to fully
describe
product.
Includes humour,
and fully relevant to
describe product.
Catchy
Message
Not includes
any catchy
message
Includes little
catchy
message but
does not
show much
needs to
describe
product.
Includes
good catchy
message
and show
needs to
describe
product.
Includes excellent
catchy message
and show needs to
describe product
very well.
Group Work
There was a
little
collaboration
with the
project, and
some
learners did
not
contribute
The group
did not work
well together
to create the
project
Each
member of
the group
did not fully
participate,
but each
member did
something
Each member
participated and the
group worked
collaboratively
together to
research and create
the final product