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Copy of Assessment in the Partnering Pedagogy and Conclusion.
Transcript of Copy of Assessment in the Partnering Pedagogy and Conclusion.
Presented by: Hanen AL Sulaimani and Eve Price
Beyond Just Summative and Formative:
is the single mark or score on a test, with no other feedback. It's used for ranking and comparison. Ego booster or deflator.
(more helpful) is assessment with feedback and includes papers and tests marked with comments. In schools,
feedback often comes too late and is too far removed form the creation of the work and decisions students made to be useful.
which refers to beating your personal best.
is the kind of assessment used, for example, in sports. No one gives you letter grade. Very useful.
Involves having students'work assessed by a group of their classmates or peers in other places. Very useful. If done well, it can give students that their work has an audience and that the audience (peers) care about their work.
also gives students appreciation of the work of their peers/classmates, and where their own work stands in relation.
Feedback and assessment become"real world" as the meaning of
is extended to around the globe. For instance, when a student makes a how-to video and then posts it online, getting feedback. It's a great assessment of their learning.
is the most important assessment. Self-Assessment is critical. Students will use and need it for the rest of their lives in order to control their actions. For example, students should say to themselves"This is an area where I'm weak, how I can get better?" Unfortunately, this assessment is the last used in classroom.
Assessing students with their tools:
Partnering students should be evaluated with their tools that they daily use in their work (i.e., calculators,computers and cellphones).
Digital tools should enhance students' ability to demonstrate their understanding which is (hopefully)what we are testing.
Assessing students' progress:
Give students necessary and helpful feedback (formative).
Encourage them to do better (ipsative).
Provide them with feedback from fellow students(peer).
Include evaluations from a global audience (real-world).
Get them to understand their own progress (self-assessment).
Allow them to use their tools (21st century).
Because we have to, Satisfy the outside world by using standardized tests (summative).
Assessing teachers' progress
Empathy for students.
Knowledge of, enthusiasm for, and being up-to-date in one's subject area.
The ability to relate to and deal with all the interested parties (including colleagues, administrators, and parents).
What assessment is for
Most of assessment done these days is for sorting and comparing.
Assessments allow us to rank individuals, schools, and countries by who is "ahead" and who is "behind."
This comparison is great for schools administrators who want to see averages rise and who want to see adequate yearly progress.
How does any of this assessment (standardized tests) help individual students?
Assessing administrators' progress:
Do administrators (in the school or district) believe partnering is the way to go?
Is there a concensus? If not, where's the discord?
Do administrators know where each of their teachers stand on the partnering continuum?
In what ways to administrators support partnering?
In what ways do administrators support teachers who are looking to partner more?
In what ways do administrators help recalcitrant teachers change?
In what ways do administrators support partnering students and their parents?
Assessing parents' progress:
Involve your students' parents as much as you can.
Use as much technology as you can to communicate to parents what you are doing, in what ever languages they speak.
Encourage your students to share their positive technology experiences in classroom.
Invite parents, as appropriate, to come into your classroom, in person or virtually, to participate on student teams.
Assessing schools' progress
Rising test scores-when partnering is done correctly, students will be (1) happier with what they're doing; (2) more engaged in their own learning; (3)clearer, through the guided questions, what they need to know; and (4) practicing many more skills on their own with their peers, and therefore will be more effective learners.
Much more quality student work to post (and be proud of) online and off.
Much better teacher-student relations.
Teachers sharing successes and working together much more than in a traditional school.
When implemented well, partnering schools and classrooms should consistently be among the best.
Assessing our nations' progress,and the world's
The world's learning that the technology of the 21st century quickly enables learning.
Let's measure learning nation by nation, rather than measuring the world as a whole.
Try hard to raise the level of learning not just for your nation,but for every child in the world.
What should a new curriculum be?
Students should be able to use their passions and recognize that.
Focus on the
Using the partnering pedagogy with new curriculum
Graft new skills,particularly technology fluency and multimedia.
See what you can omit, or stick it into 'reference'. Think multiplication tables and cursive writing.
Partnering teachers should support such forward movements and not get stuck teaching a backup curriculum.
Creating schools with partnering in mind
Education needs more flexibility than the arrangement of fixed classroom can provide. Consider how hotels arrange their rooms.
Think day-to-day and minute-to minute configurations as schools do become flexible.
Technology has the option to bring us in and the ability to help us have more access and helps those who do not have.
Prensky, M. (2010).
Teaching Digital Natives. Partnering for Real Learning.
Thousand Oaks, CA; Corwin
As teachers, think of an activity that you would like to have in your future classroom. Which digital tools would you prefer to use in your activities?
Prensky (2010) outlines the different types of assessment. Please describe some anxieties that teachers might have about assessing students ? What is your point of view for using such tools?
Prensky's Five Essential Metaskills for the 21st Century (pp. 186-187)