This document discusses performance task assessments as a form of 21st century assessment. It begins by explaining that performance tasks assess higher-order skills like critical thinking by giving students real-world scenarios and roles. They must evaluate documents and provide solutions in formats like memos or speeches. The document then provides steps for schools and teachers to design and implement their own performance tasks, such as collaborating to identify the skills to assess, developing an age-appropriate scenario for students, and creating rubrics and scoring collaboratively. It emphasizes that performance tasks provide authentic assessments of the skills students need for the future.
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Dcla13 discourse, computation and context – sociocultural dclaSimon Knight
My DCLA13 talk at LAK13 in Leuven. The images should all be CC licensed with links provided in the speaker notes on the slides.
I'd recommend looking at the other slides from this session (see http://www.solaresearch.org/events/lak/lak13/dcla13/ ) particularly those on context - this presentation provides a theoretical perspective on context, which some of the other presentations were showing really interesting examples of in empirical (and well theorised) work.
Reflect on how Bloom's taxonomy, Miller's pyramid and the Kirkpatrick model m...Poh-Sun Goh
Undertake a Google image search and reflect on how "Bloom's taxonomy" and "Miller's pyramid" might apply to learning continuum map ... then add the "Kirkpatrick model"
The Evidence Hub: Harnessing the Collective Intelligence of Communities to Bu...Anna De Liddo
Presentation to the Large-Scale Idea Management and Deliberation Systems Workshop @
6th International Conference on Communities and Technologies C&T2013
June 29,2013
Munich, Germany
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
Competency-based education has been a concept in medical education since the 1970s, though has only gained traction and application in programs in the last 15-20 years. Multiple competency models exist (e.g. CANMeds, ACGME), though ACGME is prevalent in the US and is the focus of this presentation. The most common tensions in the competency-based education movement exist around: the deconstruction of clinical practice over respect for the complexity of the tasks; the challenge of appropriate assessments; and when to know to trust a resident with increasing responsibilities. The benefits and challenges are discussed; the session closes with an exploration of three case studies, drawing from different geographical regions (US, Canada, Australia), as a way to help participants appreciate the issues in implementating competency-based education in residency programs.
Prepared for and presented to Teaching Scholars Program, University of Colorado School of Medicine, Dec 18, 2012. Available under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. References used within the presentation available upon request - email author please.
Writing Analytics for Epistemic Features of Student Writing #icls2016 talkSimon Knight
Talk presented at #ICLS2016 presented in Singapore. I discuss levels of description as sites of epistemic cognition focusing on writing and use of textual features to associate rubric scores with epistemic cognition.
My thanks to my collaborators (listed on the paper) particularly Laura Allen, who also generously let me adapt the later slides on NLP studies of writing.
Abstract: Literacy, encompassing the ability to produce written outputs from the reading of multiple sources, is a key learning goal. Selecting information, and evaluating and integrating claims from potentially competing documents is a complex literacy task. Prior research exploring differing behaviours and their association to constructs such as epistemic cognition has used ‘multiple document processing’ (MDP) tasks. Using this model, 270 paired participants, wrote a review of a document. Reports were assessed using a rubric associated with features of complex literacy behaviours. This paper focuses on the conceptual and empirical associations between those rubric-marks and textual features of the reports on a set of natural language processing (NLP) indicators. Findings indicate the potential of NLP indicators for providing feedback regarding the writing of such outputs, demonstrating clear relationships both across rubric facets and between rubric facets and specific NLP indicators.
ASSESSMENT IN CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING.pdfAngelTesorero5
This explores the different assessment and learning strategies inside the classroom. In this modern day, teachers and students adapt and utilize the changes in the system.
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
6APCEI: The 6th Asia Pacific Conference on Educational Integrity
TITLE: The ‘assessment for learning’ pedagogical approach in The University of Auckland Academic Integrity online course
Author: Neda Zdravkovic, BA, DipLIS5, MLIS, RLIANZA
Learning Support Services Librarian, The University of Auckland Libraries & Learning Services, Auckland, New Zealand, email: n.zdravkovic@auckland.ac.nz
Conference theme: Academic Integrity and Assessment Design – Policy, practice & pedagogy
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
1. Performance Task Assessment
is 21st Century Assessment
Jonathan E. Martin
www.21k12blog.net
Twitter: @JonathanEMartin
jonathanemartin@gmail.com
2. Jonathan E. Martin
•10 years experience teaching High School History
•15 years experience principal, PK-12.
•Currently educational writer and consultant
•www.21k12blog.net
•Twitter: @JonathanEMartin
•jonathanemartin@gmail.com
3. I Why Performance Task Assessment?
II What is Performance Task Assessment?
III How to Prepare
Performance Task Assessments
5. “We value what we measure rather
than measure what we value.”
6. Our students often cannot
apply what they have
learned to a new problem
or context they haven’t
seen before.
Our students need more
complex and open-ended
tests that demand real
thinking and a deeper
understanding of concepts.
7. aware,
Glo bally nt,
rs and e
pend …
tive cato inde sible
E ffec uni s respo
n
mm orator
co ab
coll
Critical and creative
thinkers, innovators,
and problem solvers
8.
9.
10. “Today is the day that marks the
beginning of the development of a new
and much-improved generation of
assessments for America’s
schoolchildren. Today marks that start
of Assessment 2.0”
“For the first time, many teachers will
have the state assessments they have
longed for—tests of critical thinking
skills and complex student learning
that are not just fill-in-the-bubble tests
of basic skills but support good
teaching in the classroom.”
September 2, 2010
13. What is a performance task?
Students assume roles in a scenario that is a situated
"real world" and contains the types of problems they
might need to solve in the future or the present.
Often documents must be evaluated for informing
answers.
The “answer” students provide are cast also in real-
world formats: memos, speeches, etc.
The task requires critical thinking, analytical
reasoning., problem solving and Communication skills.
14.
15. “CWRA is doing truly
groundbreaking work in developing
assessments of the skills that
matter most in the 21st century.”
The beauty of the
CLA/CWRA is that it
tests skills all teachers
should be accountable
for teaching in every
class
22. What do students think?
We got a little speech before the test about how it
wasn’t really a test, and we were like “yeah right
ok whatever” but then we got in there and then
we realized it really wasn’t a test. It was a load of
fun.
We came out of the test and all the underclassmen were laughing at us
because we were laughing and we were like “oh, why did you do that?”
and “how did you do that?” and “that is really smart” and “I did it
completely different.”
http://wp.me/poMQP-re
24. Schools and Districts
1. Review, Declare, and Promulgate your learning
outcomes
2. Make a plan for embedding Performance Task
Assessments across your K-12 program.
3. Train teachers, especially by supporting collaborative,
performance task development and design teams.
4. Explore and Exploit “Formative Assessment” Tools
available and forthcoming from Smarter Balanced and
PARCC.
25. 7 steps to design your own
Performance Task
1.Collaborate
26. 2. Begin with the End in mind:
What skills: critical thinking, quantitative
reasoning, writing effectiveness, etc. do you want
students to demonstrate understanding of?
Tie them to essential standards, CCSS, or
district/school goals for 21st century skills.
27. 3. Envision an age-appropriate real-world
problem, issue, situation your students care
about.
Ask your students for suggestions; develop
the scenario out of conversation.
29. 4. Develop the role your students will take, the documents
your students will have to evaluate, & the “task” they will
have to complete.
(This is the most labor intensive part of task design.)
Suggestion: If you have more than one class of students,
have one group prepare documents for the other– with
your fairly extensive editing/revising for your purpose. Or
swap with another teacher.
35. Jonathan E. Martin
www.21k12blog.net
Twitter: @JonathanEMartin
jonathanemartin@gmail.com
Editor's Notes
Let’s start with the premise that “CWRA institutions are equipped to improve higher order skills when they connect teaching, learning and assessment through authentic performance-based practices.”