Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />
“A tribe needs a shared interest and a way to communicate.”<br />Internet tribes<br />“Twitter and blogs ... contribute an...
Motivations<br />Social connectedness<br />Psychological well-being<br />Gratification<br />Collective Efficacy<br />
The Social Web is built here, from love and esteem<br />
Connected Learning Communities provide the personal learning environment (PLE) to do the nudging<br />
Join our list<br />Join our forum<br />Join our community<br />Degrees of Transparency and Trust<br />Increasing collabora...
Assessment needs to change. We know this. <br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTION...
Shift from emphasis on teaching…<br />TO AN EMPHASIS ON CO-LEARNING<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborati...
Shift To<br />Shift From<br />Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html<br />Sheryl Nuss...
Summative vs. Formative assessment<br />Summative assessment  is commonly used to certify the amount that individuals have...
<ul><li> Gauge students prior knowledge and readiness
 Encourage self-directed learning
 Monitor progress
 Check for understanding
 Encourage metacognition
 Create a culture of collaboration
 Increase learning
 Provide diagnostic feedback about how to improve teaching</li></ul>Sheryl Nussbaum-Beach<br />21stcenturycollaborative.co...
Technological change is not additive, its ecological. A new technology does not change something, it changes everything"<b...
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Assessment wiu21

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Assessment wiu21

  1. 1. Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />
  2. 2. “A tribe needs a shared interest and a way to communicate.”<br />Internet tribes<br />“Twitter and blogs ... contribute an entirely new dimension of what it means to be a part of a tribe. The real power of tribes has nothing to do with the Internet and everything to do with people.” <br />cc Steve Wheeler, University of Plymouth, 2010<br />
  3. 3. Motivations<br />Social connectedness<br />Psychological well-being<br />Gratification<br />Collective Efficacy<br />
  4. 4.
  5. 5. The Social Web is built here, from love and esteem<br />
  6. 6.
  7. 7. Connected Learning Communities provide the personal learning environment (PLE) to do the nudging<br />
  8. 8. Join our list<br />Join our forum<br />Join our community<br />Degrees of Transparency and Trust<br />Increasing collaboration and transparency of process<br />
  9. 9.
  10. 10. Assessment needs to change. We know this. <br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education Week PD Webinar<br />
  11. 11.
  12. 12. Shift from emphasis on teaching…<br />TO AN EMPHASIS ON CO-LEARNING<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />
  13. 13. Shift To<br />Shift From<br />Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education Week PD Webinar<br />
  14. 14. Summative vs. Formative assessment<br />Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum.<br />Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENTEducation Week PD<br />
  15. 15. <ul><li> Gauge students prior knowledge and readiness
  16. 16. Encourage self-directed learning
  17. 17. Monitor progress
  18. 18. Check for understanding
  19. 19. Encourage metacognition
  20. 20. Create a culture of collaboration
  21. 21. Increase learning
  22. 22. Provide diagnostic feedback about how to improve teaching</li></ul>Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education Week PD Webinar<br />Formative Assessment Can be used to:<br />
  23. 23. Technological change is not additive, its ecological. A new technology does not change something, it changes everything"<br />[Neil Postman]<br />Source: Mark Treadwell - http://www.i-learnt.com<br />
  24. 24. How do you do it?-- TPCK and Understanding by Design<br />There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction. <br />Teacher and Students as Co-Curriculum Designers<br />What do you want to know and be able to do at the end of this activity, project, or lesson?<br />What evidence will you collect to prove mastery? (What will you create or do)<br />What is the best way to learn what you want to learn?<br />How are you making your learning transparent? (connected learning)<br />Assessment is part of the learning process- student directed or teacher directed.<br />
  25. 25. Connected Learner Scale<br />This work is at which level(s) of the connected learner scale?Explain.<br />Share (Publish & Participate) –<br />Connect (Comment and Cooperate) –<br />Remixing (building on the ideas of others) – <br />Collaborate (Co-construction of knowledge and meaning) –<br />Collective Action (Social Justice, Activism, Service Learning) –<br />
  26. 26. Feedback<br /><ul><li> Task -oriented- Provides information on how well the task is being accomplished .
  27. 27. Clarification- Looks at process.</li></ul>How to improve the work.<br /><ul><li> Self-regulating - Encourages learner to evaluate their own work.
  28. 28. Appreciation- specific praise linked to affective growth.</li></ul>What makes a difference to student learning?<br />Constant and meaningful feedback <br />-- The Student <br />--Teacher relationship <br />--Challenging goals <br />John Hattie, University of Auckland 2003<br />
  29. 29. How to Blossom with Expectation – Building Efficacy<br />Examine (pay close attention)<br />Expose (what they did specifically)<br />Emotion (describe how it makes you feel)<br />Expect (blossom them by telling them what this makes you expect in the future)<br />Endear (through appropriate touch)<br />
  30. 30. What does it look like?<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education Week PD webinar<br />
  31. 31. Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education Week pd webinar<br />Change is inevitable: Growth is optional<br />Change produces tension- it pushes us out of our comfort zone.<br />“Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge<br />
  32. 32. Courage to Shift the way we teach and learnthe art of release…<br />It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen<br />Sheryl Nussbaum-Beach<br />21stcenturycollaborative.com<br />NEW DIRECTIONS IN ASSESSMENT<br />Education week PD webinar<br />

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