21st century assessment
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ASSESSMENT IN THE 21ST CENTURYDr. Carlo Magno
Associate Professor of Educational PsychologyDe La Salle University, Manila
Answer the worksheet: Activity #1
ADVANCE ORGANIZER
21st century skills Assessment
competencies of teachers
Shifts in assessment trends
“Assessment for learning” and “assessment of learning”
Alternative forms of assessment
DEFINITION OF ASSESSMENT (AFT, NCME, NEA, 1990)
Assessment is defined as a process of obtaining information that is used to make educational decisions about students, to give feedback to students about his or her progress, strengths and weaknesses, to judge instructional effectiveness and curricular adequacy, and to inform policy.
21ST CENTURY SKILLS Learning and innovation skills
Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration
Information, media, and technology skills Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy
Life and career skills Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility
Partnership for the 21st century skills
ASSESSMENT COMPETENCIES FOR TEACHERS Constructed by the AFT, NCME, NEA: Teachers should be skilled in:1.choosing assessment methods
appropriate for instructional decisions.2.Administering, scoring, and
interpreting the results of both externally produced and teacher produced assessment methods.
3.Using assessment results when making decisions about individual students, planning teaching, and developing curriculum and school improvement.
American Federation of Teachers, National Council on Measurement and Evaluation, and National Education Association in the United States of America.
ASSESSMENT COMPETENCIES FOR TEACHERS
4. Developing valid pupil grading procedures that use pupil assessment.
5. Communicating assessment results to students, parents, other lay audiences, and other educators.
6. Recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.
SHIFTS IN ASSESSMENT Testing Alternative assessment
Paper and pencil Performance assessment Multiple choice Supply Single correct answer Many correct answer Summative Formative Outcome only Process and Outcome Skill focused Task-based Isolated facts Application of knowledge Decontextualized task Contextualized task
Watch Rick Stiggins Video
ASSESSMENT OF LEARNING AND ASSESSMENT FOR LEARNING
Crucial Distinction
Assessment of LearningHow much have students learned as of a particular point in time?
Assessment for Learning
How can we use assessment to help students learn more?
ASSESSMENT OF LEARNING AND ASSESSMENT FOR LEARNING
Effect of Previous Practices: rank students on achievement by graduation
New Expectation: Assure competence in Math, Reading, Writing, etc.
Implications?Assessment and grading procedures should help students succeed.
ASSESSMENT FOR LEARNING
We need to close the gap between standards and students competencies
Risk: our society will be unable to productively evolve in social and economic sense.
Assessment is a tool to ensure student mastery of essential standards.
ASSESSMENT FOR LEARNING
Mistaken beliefs about how to use assessment to support school improvement:
1. High-stakes tests are good for all students because they motivate learning
2. If I threaten to fail you, it will cause you to try harder
3. If a little intimidation doesn’t work, use a lot of intimidation
MISTAKEN BELIEFS
4. The way to maximize learning is to maximize anxiety
5. It is the adults who use assessment results to make the most important instructional decision.
MISTAKEN BELIEFS
PROFOUND MISTAKETeachers and leaders don’t need to understand sound assessment practices – the testing people will take care of us.
COUNTER BELIEF
They do need to understand sound assessment practices.
ALTERNATIVE FORMS OF ASSESSMENT
Performance based assessment Authentic assessment Portfolio assessment
OBJECTIVES 1. Distinguish performance-based
assessment with the traditional paper and pencil tests.
2. Construct tasks that are performance based.
Design a rubric to assess a performance based task
TERMS
Authentic assessment
Direct assessment Alternative
assessment Performance
testing Performance
assessment Changes are
taking place in assessment
METHOD
Assessment should measure what is really important in the curriculum.
Assessment should look more like instructional activities than like tests.
Educational assessment should approximate the learning tasks of interest, so that, when students practice for the assessment, some useful learning takes place.
WHAT IS PERFORMANCE ASSESSMENT? Testing that requires a student to create an
answer or a product that demonstrates his/her knowledge or skills (Rudner & Boston, 1991).
FEATURES OF PERFORMANCE ASSESSMENT
Intended to assess what it is that students know and can do with the emphasis on doing.
Have a high degree of realism about them. Involve: (a) activities for which there is no
correct answer, (b) assessing groups rather than individuals, (c) testing that would continue over an extended period of time, (d) self-evaluation of performances.
Likely use open-ended tasks aimed at assessing higher level cognitive skills.
PUSH ON PERFORMANCE ASSESSMENT
Bring testing methods more in line with instruction.
Assessment should approximate closely what it is students should know and be able to do.
EMPHASIS OF PERFORMANCE ASSESSMENT
Should assess higher level cognitive skills rather than narrow and lower level discreet skills.
Direct measures of skills of interest.
CHARACTERISTICS OF PERFORMANCE-BASED ASSESSMENT Students perform, create, construct, produce, or do
something. Deep understanding and/or reasoning skills are needed
and assessed. Involves sustained work, often days and weeks. Calls on students to explain, justify, and defend. Performance is directly observable. Involves engaging in ideas of importance and substance. Relies on trained assessor’s judgments for scoring Multiple criteria and standards are prespecified and
public There is no single correct answer. If authentic, the performance is grounded in real world
contexts and constraints.
VARIATION OF AUTHENTICITY
Relatively authentic
Somewhat authentic
Authentic
Indicate which parts of a garden design are accurate
Design a garden Create a garden
Write a paper on zoning
Write a proposal to change fictitious zoning laws
Write a proposal to present to city council to change zoning laws
Explain what would you teach to students learning basketball
Show how to perform basketball skills in practice
Play a basketball game.
Answer worksheet 2
CONSTRUCTING PERFORMANCE BASED TASKS
1. Identify the performance task in which students will be engaged
2. Develop descriptions of the task and the context in which the performance is to be conducted.
3. Write the specific question, prompt, or problem that the student will receive.
• Structure: Individual or group?• Content: Specific or integrated?• Complexity: Restricted or extended?
COMPLEXITY OF TASK
Restricted-type task Narrowly defined and require brief responses Task is structured and specific Ex:
Construct a bar graph from data provided Demonstrate a shorter conversation in French about
what is on a menu Read an article from the newspaper and answer
questions Flip a coin ten times. Predict what the next ten flips of
the coin will be, and explain why. Listen to the evening news on television and explain if
you believe the stories are biased. Construct a circle, square, and triangle from provided
materials that have the same circumference.
Extended-type task Complex, elaborate, and time-consuming. Often include collaborative work with small group
of students. Requires the use of a variety of information Examples:
Design a playhouse and estimate cost of materials and labor
Plan a trip to another country: Include the budget and itinerary, and justify why you want to visit certain places
Conduct a historical reenactment (e. g. impeachment trial of ERAP)
Diagnose and repair a car problem Design an advertising campaign for a new or existing
product
IDENTIFYING PERFORMANCE TASK DESCRIPTION
Prepare a task description Listing of specifications to ensure that
essential if criteria are met Includes the ff.:
Content and skill targets to be assessed Description of student activities
Group or individual Help allowed
Resources needed Teacher role Administrative process Scoring procedures
PERFORMANCE-BASED TASK QUESTION PROMPT
Task prompts and questions will be based on the task descriptions.
Clearly identifies the outcomes, outlines what the students are encourage dot do, explains criteria for judgment.
EXAMPLE OF A TASK PROMPT:
PERFORMANCE CRITERIA
What you look for in student responses to evaluate their progress toward meeting the learning target.
Dimensions of traits in performance that are used to illustrate understanding, reasoning, and proficiency.
Start with identifying the most important dimensions of the performance
What distinguishes an adequate to an inadequate demonstration of the target?
EXAMPLE OF CRITERIA
Learning target: Students will be able to write a persuasive paper
to encourage the reader to accept a specific course of action or point of view.
Criteria: Appropriateness of language for the audience Plausibility and relevance of supporting
arguments. Level of detail presented Evidence of creative, innovative thinking Clarity of expression Organization of ideas
Watch video of Cody Green
RATING SCALES
Indicate the degree to which a particular dimension is present.
Three kinds: Numerical, qualitative, combined qualitative/quantitative
Numerical Scale Numbers of a continuum to indicate different
level of proficiency in terms of frequency or quality
Example:No Understanding 1 2 3 4 5 Complete
understanding
No organization 1 2 3 4 5 Clear organization
Emergent reader 1 2 3 4 5 Fluent reader
Qualitative scale Uses verbal descriptions to indicate student
performance. Provides a way to check the whether each
dimension was evidenced. Type A: Indicate different gradations of the dimension Type B: Checklist
Example of Type A: Minimal, partial, complete Never, seldom, occasionally, frequently, always Consistent, sporadically, rarely None, some, complete Novice, intermediate, advance, superior Inadequate, needs improvement, good
excellent Excellent, proficient, needs improvement Absent, developing, adequate, fully developed Limited, partial, thorough Emerging, developing, achieving Not there yet, shows growth, proficient Excellent, good, fair, poor
Example of Type A: Checklist
Holistic scale The category of the scale contains several
criteria, yielding a single score that gives an overall impression or rating
Examplelevel 4: Sophisticated understanding of text indicated with constructed meaninglevel 3: Solid understanding of text indicated with some constructed meaninglevel 2: Partial understanding of text indicated with tenuous constructed meaninglevel 1: superficial understanding of text with little or no constructed meaning
EXAMPLE HOLISTIC SCALE
Analytic Scale One in which each criterion receives a separate
score.
Example
Criteria Outstanding5 4
Competent 3
Marginal2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and sentences
Vivid images
RUBRICS When scoring criteria are combined with a rating
scale, a complete scoring guideline is produced or rubric.
A scoring guide that uses criteria to differentiate between levels of student proficiency.
EXAMPLE OF A RUBRIC
GUIDELINES IN CREATING A RUBRIC
1. Be sure the criteria focus on important aspects of the performance
2. Match the type of rating with the purpose of the assessment
3. The descriptions of the criteria should be directly observable
4. The criteria should be written so that students, parents, and others understand them.
5. The characteristics and traits used in the scale should be clearly and specifically defined.
6. Take appropriate steps to minimize scoring frame
PORTFOLIO ASSESSMENT: EXPLORATION
Have you ever done a portfolio? Tell me about this experience. Did
you enjoy it? What elements did you include in
your portfolio? Are the materials placed in the
portfolio required?
Watch video on Portfolio
WHAT ARE PORTFOLIOS?
Purposeful, systematic process of collecting and evaluating student products to document progress toward the attainment of learning targets or show evidence that a learning target has been achieved.
Includes student participation in the selection and student self-reflection.
“A collection of artifacts accompanied by a reflective narrative that not only helps the learner to understand and extend learning, but invites the reader of the portfolio to gain insight about learning and the learner (Porter & Cleland, 1995)
CHARACTERISTICS OF PORTFOLIO ASSESSMENT
Clearly defined purpose and learning targets Systematic and organized collection of
student products Preestablished guidelines for what will be
included Student selection of some works that will be
included Student self-reflection and self-evaluation Progress documented with specific products
and/or evaluations Portfolio conferences between students and
teachers
PURPOSE OF PORTFOLIO Showcase portfolio: Selection of best works.
Student chooses work, profile are accomplishments and individual profile emerges.
Documentation portfolio: Like a scrapbook of information and examples. Includes observations, tests, checklists, and rating scales.
Evaluation portfolio: More standardized. Assess student learning with self-reflection. Examples are selected by teachers and predetermined.
ADVANTAGES OF PORTFOLIO Students are actively involved in self-evaluation and
self-reflection Involves collaborative assessment Ongoing process where students demonstrate
performance, evaluate , revise , and produce quality work.
Focus on self-improvement rather than comparison with others
Students become more engaged in learning because both instruction and assessment shift from teacher controlled to mix of internal and external control.
Products help teachers diagnose learning difficulties clarify reasons for evaluation Flexible
Final Workshop [email protected]