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C21 assessment

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An overview of C21 Assessment ideas

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C21 assessment

  1. 1. C21 AssessmentC21 Assessment R RedekoppR Redekopp University of ManitobaUniversity of Manitoba May 2013May 2013
  2. 2. C21 Assessment  Based in primarily on Assessing 21st Century Skills by Laura Greenstein  “Not everything that counts can be counted, and not everything that can be counted counts.” Albert Einstein
  3. 3. Education Faddism  When times get complicated, people look for simple answers – Ira Glass (p. xi)  Education policy makers and many educators are on the lookout for the quick fix or newest best thing – an oversimplified view.  But education is too complicated an enterprise for there to be a simple, ‘one size fits all’ solution
  4. 4. A Testing History  1960, 137,000 people took the SAT  Verbal – 534, Math – 509  2010, 1.5 million took the SAT  Verbal – 497, Math – 514  Not a lot of change in results in 50 years of testing
  5. 5. Ponder this:  What are the biggest challenges in education today?  What might/should education look like in 20 years or 50 years?  Teachers starting their career today might retire on 2050 (really seems like sci-fi)
  6. 6. C21 Skills  Partnership for 21C - Note the placement of Standards and Assessment (but not reporting)
  7. 7. C21 Skills  Habits of Mind - Can we include “responding with wonderment and awe” on the report card?
  8. 8. C21 Skills  Bloom’s new taxonomy - we have to be very careful about how we use/define ‘create.’
  9. 9. Ponder this: Driver of Change Influences on Education Instant access to information Technology Globalization Reformulated workplace skills Personalized learning
  10. 10. C21 Skills  Standards (CCSS in the US), assessment and technology are all driving change  The role of the teacher should be changing as they are no longer the keepers of information.
  11. 11. C21 Skills  Does this relate to the book publishing revolution when priests no longer held all the information?  What did the role of the priest become?  Who had the best access to info in this new paradigm?  What happened to most people?
  12. 12. Chapter 2 C21 Skills Synthesis  Three components of C21 skills:  Thinking  Acting  Living
  13. 13. Thinking  Critical thinking  Problem Solving  Creating  Metacognition
  14. 14. Acting  Communicating  Collaborating  Digital Literacy  Technology Literacy  Flexibility and Adaptability  Initiative and Self-Direction
  15. 15. Ponder this:  How do you enable initiative and self direction?  Contrast digital and technological literacy.
  16. 16. Living in the World  Civic Responsibility and Citizenship  Global Understanding  Leadership and Responsibility  College and Career Readiness
  17. 17. Ponder this:  Is there really a difference between college and career readiness?  How would you define ‘global understanding?”
  18. 18. Chris Dede  At this point in history the primary barriers to alternative curricular, pedagogical, and assessment practices are not conceptual, technical, or economic, but instead psychological, political and cultural. (p. 34)
  19. 19. Ponder this:  Which C21 skills do we do best on in classrooms?  Which C21 skills do we do poorest on?  Why?
  20. 20. Chapter 3 Assessment Fundamentals  Procrustes and beds that fit?  Students and assessments that fit?  The greatest impact has been made by quiet men in grey suits in a suburb of New York City called Princeton, New Jersey. There, they developed and promoted the technology known as the standardized test, such as IQ tests, the SATs and the GREs. Their tests redefined what we mean by learning, and have resulted in our reorganizing the curriculum to accommodate the tests.  Neil Postman
  21. 21. Fundamental Principles Criteria and requirements In practice Student focused – monitors progress Formative assessment Ongoing and embedded Data for re-learning Alignment among standards, curric, assessment and instruction Lessons align with outcomes Variety of measures; self-assess Students have choices Data for decision making Guides, exemplars and checklists Complete reporting Report the formative Fairness – targets are clear Clear indicators for students Validity Align with student data Reliability Collaborative assessment
  22. 22. Ponder this:  Select one or two fundamentals and make recommendations to improve your practice (schools or individual): Assessment Fundamental Improvement to Your Practice
  23. 23. Start at the End  Standards  Goals  Objectives  Targets
  24. 24. C21 Assessment Fundamentals Quality Indicator Formative Summative Responsive Changes instructional practice Scaffolds for those not at mastery Flexible RWL choice of learning Adaptive tests Integrated Continuous Re-learning until final Informative Self-reflection Connected to SLOs Multiple Methods Ongoing during instruction Variety on final test Communicated Routine peer and teacher feedback 21C indicated on report Technically Sound Work illuminates goals Measures goals Systemic Check for alignment with goals and objectives Supports all stakeholders
  25. 25. My Own Inference?  Train your teachers well and trust them to promote learning  “Most teachers do not use alternative types of assessment routinely. They are hard to craft and difficult to measure in an objective and fair way.” p. 46  Teachers need good ways of recording and reporting in these alternative ways.
  26. 26. Ponder this:  Select 3 quality indicators and think about how you might adopt/adapt these in your classroom or school. Indicator Adjustment for C21 First step to move on this Assessment is integrated Review curric for implied C21 skills Ask your PLN
  27. 27. Chapter 4 Assessment Strategies  Content is still important  ‘Traditionally learning always took place in the real world’ p. 51  Home skills  Apprenticeships  Schools are needed to present and encourage learning abstract concepts and theoretical insights