This document discusses assessment in a digital age and outlines various assessment types and tools that can facilitate assessment. It emphasizes the importance of formative and performance-based assessments that provide useful feedback and measure skills like problem-solving, collaboration, and critical thinking. Emerging assessment trends in higher education aim to satisfy standards of reliability, be engaging learning experiences for students, and be recognized as authentic by faculty. The document also explores how technologies can support various assessment strategies and the movement toward more open and collaborative approaches in fields like the humanities and sciences.
2. Goals
Some thoughts about Assessment
Understanding of Assessment Types
Planning for Assessment (UbD)
Tools to Facilitate Assessment
Some Info on Higher Ed
3. Assessment is the tail that wags the
curriculum dog. If we want to see real
curriculum reform, we must simultaneous
achieve reform of assessment practices.
photos/67953162@N00/3033590171/ (Bredekamp & Rosegrant 1992, p.29)
4.
5. There is a close and necessary relationship
between what we choose to assess and what
we value most in the education of our children.
-Marten Shipman
(qtd in Mary-Jane Drummond, 2008a)
http://www.flickr.com/photos/84861681@N00/1235568187/
6. What do we mean by Assessment?
•Diagnostic •Traditional (criterion
•Formative based)
•Summative •Inquiry
•Conversational •Project
•Portfolio •Performance
•Self-Reflective •Problem
7. Can you define each of the terms
in the previous slide?
Which forms are most important?
Rank them?
How do you apply each in your
practice?
8.
9. Assessment of 21st century
Skills
Support a balance of assessments, including high-quality
standardized testing along with effective classroom
formative and summative assessments
Emphasize useful feedback on student performance that
is embedded into everyday learning
Require a balance of technology-enhanced, formative and
summative assessments that measure student mastery of
21st century skills
Enable development of portfolios of student work that
demonstrate mastery of 21st century skills to educators
and prospective employers
Enable a balanced portfolio of measures to assess the
educational system’s effectiveness at reaching high levels
of student competency in 21st century skills
From Partnership for 21st Century Skills
10. FeedBack
Timely
Appropriate and reflective
Honest & Supportive
Focused on learning
Enabling – receiving feedback with out the opportunity to
act upon it is frustrating, limiting and counter productive.
Students must be able to learn from and apply this feedback
17. Mixing the Tech with the
Design
•What do I want them to do?
• How can I make the learning visible?
•How can I make sure feedback and
reflection are frequent?
28. Digital Writing/Writers Workshop
Conversational Assessment-Rich with
Comments and Feedback
Blogging
Collaborative
Writing
Rutgers New
Humanities/
Writer’s House
29. Performance Based Assessment
Performance-based assessments "represent a
set of strategies for the . . . application of
knowledge, skills, and work habits through
the performance of tasks that are meaningful
and engaging to students“
(Hibbard and others, 1996, p. 5)
http://www.flickr.com/photos/38107604@N00/505594648/
31. Project Based Learning
•AP Museum
Wiki
Final Project
•WikiBooks
•Adv History Documentaries
•Frederick Douglass Debates
•Global Climate Change Symposium
34. WHAT DO WE KNOW ABOUT
COLLEGES AND TECH
INTEGRATION TRENDS
35. What Colleges Are Thinking
Assessment approaches must do three things:
first, satisfy the highest standards of reliability and
validity so results can be meaningfully compared;
second, be engaging to the student, constituting a
significant learning as well as an assessment
opportunity; and third, be recognized as authentic
by faculty by assessing skills seen as critical for
college graduates to master.
Summative assessments typically meet one or two of
these criteria, but rarely meet all three of them.
Collegiate Learning Assessment.org
36. Movement in College Physics
Simulation – V Python
Modeling - Stella
Video Analysis – Logger Pro
Visualization with CAS
Traditional Labs
47. Bransford et al. (2000, p. 6) note that the
“… sheer magnitude of human knowledge
renders its coverage by education an
impossibility; rather, the goal is conceived
as helping students develop the intellectual
tools and learning strategies needed to
acquire the knowledge to think
productively.”
http://www.flickr.com/photos/43925496@N00/280143435/
First is a test or quizSecond an essay – some synthesis and analyisThird performance- really tells me if you are a teacher who can do project based – also gives me opportunity to supply greater feedback
http://edorigami.wikispaces.com/21st+Century+AssessmentTimely – The end of the task is too late, we must provide feedback often and in detail during process.Appropriate and reflective – The feedback must reflect the students ability, maturity and age. It must be understandableHonest & Supportive – Feedback can be devastating, our role as teachers is to nurture and shape. We must provide feedback that is honest and supportive in a manner and mode that does not ostracise the recipient, but gives encouragement to go on.Focused on learning and linked to the purpose of the taskEnabling – receiving feedback with out the opportunity to act upon it is frustrating, limiting and counter productive. Students must be able to learn from and apply this feedback
Wiggins and McTighe define three types of assessment: Performance Task— The performance task is at the heart of the learning.A performance task is meant to be a real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context.Criteria Referenced Assessment (quizzes, test, prompts) These provide instructor and student with feedback on how well the facts and concepts are being understood. Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).