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21st Century Assessment: A Journey
Transcript of 21st Century Assessment: A Journey
Primum Non Nocere
What does it look like?
How is it different from the
assessment practice we see today?
How will I know when I get there?
What do we mean by 'assessment?'
A target is what we want students to know and be able to do
Our collective goal is that the largest percentage of students gets there. To get there, we must define for ourselves, and for them, where THERE is. That’s the target
We cannot assess achievement effectively if we do not know what the valued target is.
21st Century assessment requires that the teacher and the learner know what the learning target is at any given point in instruction.
21st Century assessment requires that curriculum, instruction, assessment, and standards are aligned
21st Century assessment requires assessment practices that double as learning and inform both the learner and the teacher.
21st Century assessment requires assessment practices that involve students.
Folding your own parachute
21st Century assessment requires descriptive, clear, and focused feedback
21st Century assessment requires that we use data to drive classroom instruction and educational decisions; that our school culture encourages the use of data; that we systematically apply an effective inquiry model; that we provide the professional development and time to implement what is required to improve instruction; and that teachers and administrators have the technology tools to make this possible.
21st Century assessment requires that we can recognize and create constructive learning anxiety, while reducing destructive test anxiety.
21st Century assessment requires that we know with precision where learners are at.
21st Century assessment requires assessment moves well beyond assessing knowledge and comprehension to the higher levels of Bloom's taxonomy.
21st Century assessment requires the intentional and leveraged use of 21st century assessment tools.
21st Century assessment requires that assessment is used in constructive, and not destructive, ways.
21st Century assessment requires that we teach, check for understanding, and reteach or individualize, if needed, before we move on.
21st Century assessment requires that we go beyond the use of data, and rely also on our professional judgement and intuition.
21st Century assessment requires that:
21st Century assessment requires that we employ a toolkit of authentic and meaningful assessments, which allow students to demonstrate what they have learned.
21st Century Grading
21st Century assessment requires that we use fair and learning-based classroom grading practices.
The purpose of student involved assessment and assessment as learning is to have students be conscious of their own growth and achievement. Assessment just for teacher reflection and feedback is incomplete without student cognition in any assessment, student involved or not. The assessment, teacher and student create a loop or triangular relationship.
This is a word cloud of our complete Dancer's Mirror online discussion
Technology in assessment allows educators to provide feedback almost immediately.
HOTS techniques require to students to show their understanding rather than knowledge.
Classroom Assessment Techniques
A 21st century assessment tool that quickly looks at the learner's grasp of knowledge
Before one attempts to reduce or even address test anxiety, it's important to survey the students to see what would be the best technique used to reduce their anxiety. -Will-
21st Century Grading needs to look into the notion of giving students a grade of zero. The debate on this issue continues to grow. -Will-
You must be wired into your students, so that you can fully understand where breakdowns in learning occur immediately.
Intuition often tells us when something is wrong well before data is collected.
Authentic performance assessment forces students into higher order thinking and application - Scott
THE 3 Steps of Assessment
1. Articulate the specific goals for a learning episode
2. Gather evidence about how well students are meeting those specific goals
3. Use that information for improvement.
If any step is missing, the effectiveness of the
assessment is diminished
Graphic feedback is proven to be more beneficial than written feedback- Shannon
No feedback has the same results as negative feedback
This includes providing students with rubrics so they understand the goal and expectation of their learning- Shannon
This can still be done through multiple-choice tests, eliminating the fear of more work for teachers- Shannon
It is important that the target is written in terms that the students both understand and can achieve.-Kayla
Giving a student immediate feedback is important, especially for younger students.
21st Century Assessment tools,the kids
have them, how are we utilizing them?
Assessment tools should be varied. They must cater to the needs of individual students.