st
21
Century Learning
and Instruction
Session 2:
Balanced Assessment
WEST VIRGINIA DEPARTMENT OF EDUCATION
Session 2 – Big Idea
st
21
Quality
century
assessments are essential
for measuring 21st century
learning and instruction.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Enduring Understanding
A balance of assessment of
and for learning offers 21st
century learners a powerful
way to master the content
and skills central to success
in the 21st century.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Essential Questions
• What is balanced assessment?
• What is assessment of learning and
assessment for learning?
• Why is a change in the roles, uses
and types of student assessments
necessary to develop 21st century
learners?
• What is classroom assessment for
learning?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Participants will know …
• The components of a balanced
assessment system
• The purposes and uses of
assessments of learning
• The purposes and uses of
assessment for learning
• Examples of classroom
assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Participants will be able to …
• Distinguish between assessment of learning
and assessment for learning
• Identify characteristics of assessment of
learning
• Identify characteristics of assessment for
learning
• Identify classroom assessments for learning
• Discuss the role change of teachers and
students in assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Why do we assess
student
performance?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WE ASSESS TO:
• Gather accurate information about
student achievement in order to
inform instructional decisions
• Use assessment processes and
results to promote student efficacy
and eagerness to learn
- Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our
students’ understanding?
• Using a typewriter
OR
• Using a computer
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our
students’ understanding?
• Using a slide rule
OR
• Using a calculator
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our
students’ understanding?
• Using the Guide to
Periodic Literature
OR
• Using Google
WEST VIRGINIA DEPARTMENT OF EDUCATION
Discuss
• Which skills did you
select?
• Why did you select these
skills?
WEST VIRGINIA DEPARTMENT OF EDUCATION
A change in assessment
philosophy and practice
is necessary to create
st
21 century learners.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Before we can change the
way we teach
we must first recognize the
need to change.
Chris Mainhart
Millbury, MA
WEST VIRGINIA DEPARTMENT OF EDUCATION
Profile of a 21st Century
Graduate
Proficient in Core Subjects
Knowledgeable of 21st Century Content
Competent in 21st Century Skills
Proficient in 21st Century Technology
Tools
Able to Apply and to Demonstrate
Learning in Real World Situations
WEST VIRGINIA DEPARTMENT OF EDUCATION
20th Century Assessment
Practices
• Textbook-driven assessments
• True-false; multiple choice; and short
answer formats focusing on
memorization
• Unclear student expectations
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Assessment
Practices
• Formal and informal assessments
• Content, 21st century skills and proficiency
assessed
• Technology tools used during assessments
• Rubrics used regularly
• Clear student expectations
• Continuous, ongoing and interconnected
• Use of many assessment methods
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Assessment
Results
• Student learning clearly communicated in
student friendly language to intended
users
• Higher order thinking and reasoning skills
measured
• Technology (when appropriate) used for
assessment, reporting and monitoring
student progress
WEST VIRGINIA DEPARTMENT OF EDUCATION
st
21
What is a
Century
Balanced Assessment
System?
~
What does it look like in
WV?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Balanced Assessment System
OF Learning
FOR Learning
• Determines if learning • Process during learning
to diagnose student
occurred
needs, plan instruction,
• Identifies student
provide feedback
learning status at a
• Helps students
point in time
understand increments
• External examinations
of achievement and
(ex. State accountability
how to improve
tests, report card
• Guides day to day
grades, unit exams,
classroom instruction
project grades)
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Balanced Assessment
Summative
Formative
Assessments
Assessments
of
for
Learning
Learning
Benchmark
Assessments
of
Learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Summative Assessments of
Learning: Changing Roles
• Core subjects aligned to state
content standards and
objectives
• Document achievement status
• Inform performance
WEST VIRGINIA DEPARTMENT OF EDUCATION
NEW
THINKING
for Our
CHANGING
ROLES
WEST VIRGINIA DEPARTMENT OF EDUCATION
20th Century Lesson Design
The lesson design centers on covering
pages in the textbook and completion
of textbook driven instructional
activities. Assessment processes are
designed and administered at the
conclusion of the lesson.
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Lesson Design
Lesson design “begins with the end in
mind” focusing on the desired student
performance outcomes and how those
outcomes will be assessed. Instructional
strategies are designed and
differentiated to bring about the desired
student performance outcomes.
Students understand the intent of the
lessons and how their performance will
be assessed.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Instructional Guides
• Quality backward design
• Modeling 21st century best instructional
practices
• Integration of content, standards and
objectives, learning skills and technology
tools
• Rigor and Relevance
• Assessment for learning
• Alignment of identified learning goals,
understandings, performance tasks and
evaluation
WEST VIRGINIA DEPARTMENT OF EDUCATION
Backward Design at a
Glance
Stage One: Identify desired results
• Content standards
• Enduring understandings and essential questions
• Enabling knowledge objectives
Stage Two: Assess desired results:
• Use a photo album, not snapshot, approach
• Integrate tests, quizzes, reflections and self-evaluations
with academic prompts and projects
Stage Three: Design teaching and learning activities to
promote desired results:
• W.H.E.R.E.T.O. design principles
• Organizing learning so that students move toward
independent application and deep understanding using
research-based strategies
WEST VIRGINIA DEPARTMENT OF EDUCATION
What does this
summative
assessment of
learning look like in
the classroom?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
Benchmark Assessment of
Learning
• Mastery of specific instructional
objectives at predetermined points
• Feedback on student progress
toward instructional targets
• Information that allows for “in
course” correction
WEST VIRGINIA DEPARTMENT OF EDUCATION
Formative Classroom
Assessment for Learning:
Changing Roles
• Learner centered
• Content specific
• Clearly
communicated to all
• Plan next steps in
instruction
• Diagnose student
needs
• Multiple
performance-based
measures
• Monitor student
progress
WEST VIRGINIA DEPARTMENT OF EDUCATION
Formative Classroom Assessments
for Learning
• Includes instructionally embedded
activities, e.g., observation,
homework, quizzes, questioning
• Happens while learning is still
underway
• Leads to instructional decisions
• Are in support of motivation and
learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Quality Classroom
Assessment
•
•
•
•
•
Key 1:
Key 2:
Key 3:
Key 4:
Key 5:
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student Involvement
WEST VIRGINIA DEPARTMENT OF EDUCATION
Clear Learning Targets
• Start with CSOs
• Deconstruct into scaffolding
leading to each CSO
• Transform into student-friendly
versions
-Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
Successful students:
• Growing confidence
• Optimism rules: Expect a positive result …
always
• Strong desire
• High level of effort
• Risk trying – stretch
“I can get this.”
-Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
What does this
formative
assessment for
learning look like in
the classroom?
WEST VIRGINIA DEPARTMENT OF EDUCATION
How do you use?
Assessment of learning
and
Assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Why must we change
the way we assess
our students?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Assessment FOR
Learning:
Changing Roles
WEST VIRGINIA DEPARTMENT OF EDUCATION
Consider
• When you were in junior high/middle
school, how did your teachers assess
your knowledge and skills?
• When you were in high school, how did
your teachers assess your knowledge
and skills?
• When you were in college, how did
your professors assess your knowledge
and skills?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our
students’ knowledge?
• Naming the components of a
computer
OR
• Demonstrating the different
functions of a computer
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our
students’ knowledge?
Memorizing the names of the rivers
of the world
OR
Using Google to find a list of the
names of the rivers of the world
WEST VIRGINIA DEPARTMENT OF EDUCATION
What are examples of
st
21 Century
Classroom
Assessments?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
Reflection
• What is my understanding of a
balanced assessment system?
• How do I think about
assessment of and for
learning?
• What are my first steps to begin
the change process?
WEST VIRGINIA DEPARTMENT OF EDUCATION
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