Holistic Assessments: A Learning Tool Teaching the Flipped Classroom 2015

Holistic Assessments: A Learning Tool

Teaching the Flipped Classroom

30 September 2015

Assessment has for a long time been recognized as a powerful driver of learning,

and therefore something that teachers could leverage on to ensure students achieve

desired objectives. This belief that assessment drives learning focused on the

external value of learning has helped to sustain simplistic conceptions of learning

and assessment. In an outcome based system focused on the external value of

learning what has become important is the performance on the test rather than the

learning that facilitates doing well on a test. However, there are alternative views of

learning and along with these views a commitment to re-defining of the role of

assessment in learning: Assessment is the process of gathering and discussing

information from multiple and diverse sources in order to develop a deep

understanding of what students know, understand and can do with their knowledge

as a result of their educational experiences; the process culminates when

assessment results are used to improve subsequent learning. Assessments are

valuable when they are "low stakes," that is, when students and teachers use them

to clarify achievement, interest, and aptitude for the purpose of stimulating new

learning. Assessments are valuable when they are authentic to life experiences as

much as possible, therefore encouraging the integration of vocational and general

education. Assessments are valuable when they promote positive consequences for

students, helping them form new and more meaningful habits. Assessments are

valuable when they do not separate students into performance categories, but rather

help students better understand their own growth. Assessments are valuable when

they match instructional aims, which, in turn, match societal aims for education. In

short, assessments are valuable when they expand opportunities for students rather

than limit opportunities. While demonstrating the Flipped Classroom, teachers

implement holistic assessments to encourage students and to provide opportunities

to reflect on their performance.

Teachers Demonstrating and Participating in Holistic Assessments

1 2 3 4 Score

Participation in group

discussions

Student didn't participate in any discussion

and was disrespectful and disruptive

while other students were

talking.

Student didn't participate in any discussion but was not disruptive.

Student participated during one or

two group discussion and had thoughful

input.

Student fully participated during

evey group discussion and had thoughtful input.

Group Brochure

Student didn't help group make the brochure.

Brochure was thrown

together with out much thought.

Student followed

direction and made the brochure.

Student was creative, used detail, and put thought into

making brochure.

Creativity

The brochure contains a few graphics and enhancements

The brochure contains some graphics and

enhancements

The brochure includes a

good amount of graphics

and enhancements

that are appropriate

for the module

The brochure contains an

adequate amount of graphics and

enhancements that adds attraction

withouttaking away from the content

Informative

No research shown.

Little research shown.

Research shown ; does

not contribute to final product.

A lot of information relevant to the final product.

Total score

/40

Beginning 1

Developing 2

Qualified 3

Exemplary 4

Score

Product Information

Includes information from only one section

Includes information from only some sections and not thorough

Includes information from most or all sections, but not thorough

Includes information presented from all sections that gives target audience thorough knowledge of product

Creativity

No creativity and no organization of information

Little creativity & organization of information and simple video layout

More creativity & organization of information and nice video layout

Most creative & organization of information is attractive and fantastic video layout

Humour Not includes humour and not attractive

Includes humour but does not show much needs to describe product.

Includes humour but needs more to fully describe product.

Includes humour, and fully relevant to describe product.

Catchy

Message

Not includes any catchy message

Includes little catchy message but does not show much needs to describe product.

Includes good catchy message and show needs to describe product.

Includes excellent catchy message and show needs to describe product very well.

Group Work

There was a little collaboration with the project, and some learners did not contribute

The group did not work well together to create the project

Each member of the group did not fully participate, but each member did something

Each member participated and the group worked collaboratively together to research and create the final product