significance of evidence in assessing 21 st century skills

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Significance of Evidence in Assessing 21 st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014

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Significance of Evidence in Assessing 21 st Century Skills. Dr. Priyanka Sharma Research Officer, CAER. CBSE- CAER International Conference 28-29 April 2014. Significance of 21 st Century Skills. 21 st Century Contexts Global citizenship Knowledge-and-intelligence-based economy - PowerPoint PPT Presentation

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Page 1: Significance  of Evidence  in Assessing 21 st  Century Skills

Significance of Evidence in Assessing 21st Century Skills

Dr. Priyanka SharmaResearch Officer, CAER

CBSE- CAER International Conference28-29 April 2014

Page 2: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Page 3: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

21st Century Contexts

Global citizenship Knowledge-and-intelligence-based economyDominance of tertiary or service sector in global economy Unprecedented growth in ICTsSustainability issues

Significance of 21st Century Skills

Cont.

2005

Page 4: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Skill sets deficient in school pass out % response

Written communication 81 %Leadership 73%Work ethic 70%Critical thinking and problem solving 70 %Self direction 58%

Significance of 21st Century Skills

(source: Are they really ready to work. 2006. P21)

Skill sets required for the workforce Employers’ priority

Critical thinking and problem solving 78 %Information technology 77%Creativity and Innovation 74%Collaboration 74%

THE

GAP

Page 5: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

DECISION

MAKING

Page 6: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

21st Century Systems to Nurture 21st Century Skills

What is needed

• 21st Century Standards and Assessment

• 21st Century Curriculum

• 21st Century Teaching Learning Methods

• 21st Century Learning Environments

• 21st Century Professional Development

Page 7: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Standards and Assessments - Starting Point for 21st Century Systems

Page 8: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

What Kind of Assessment is Needed

• Encourages students to monitor their own progress and demonstrate evidence of their learning

• Provides sufficient information to teachers

• Enables concerned stakeholders to track the current position of the student against the destination

• Helps students, teachers and parents plan the developmental journey

Technical Criteria- Validity, Reliability, Fairness, Scalability, Comparability

EVIDENCE

Page 9: Significance  of Evidence  in Assessing 21 st  Century Skills

Basic Steps of Evidence Based AssessmentDefining the construct and describing developmental

continuum for 21st Century Skills

Collection of evidence

Systematic recording of observations and evidence

Using evidence for professional decision making and estimating student’s achievement

Reporting the progress or location of a student on the developmental continuum

CBSE-CAER International Conference, 28-29 April 2014

Page 10: Significance  of Evidence  in Assessing 21 st  Century Skills

Framework of 21st Century Skills

Partnership for 21st Century Skills (P21 task force)

• Learning and Innovation Skills• Life and Career Skills

National research Council, USA• Cognitive Skills• Interpersonal Skills• Intrapersonal Skills

Assessment and Teaching of21st Century Skills (ATC)

• Ways of thinking• Ways of working• Tools for Working• Living in the world

CONT.CBSE-CAER International Conference, 28-29 April 2014

Critical Thinking & Problem Solving

Creativity & InnovationFlexibility/AdaptabilityCollaboration & Social

SkillsMedia Literacy & IT SkillsCommunication/

presentationSelf awareness & self

regulationMetacognition

Page 11: Significance  of Evidence  in Assessing 21 st  Century Skills

The National Curricular Framework, IndiaIndividual Well Being Social Well being

Independence of thought and action

Learning to learn and problem Solving

Aesthetic and physical values

Commitment to democratic values

Participation in democracy and economic and social changes

Sensitivity to other’s well being

CBSE-CAER International Conference, 28-29 April 2014

Life Skills (co-scholastic skills)

Thinking Skills Social Skills Emotional SkillsSelf awareness, Problem Solving, critical thinking, creativity, decision making

Empathy, Effective communication, Interpersonal relationships , Collaboration and ICT- literacy

Managing feelings and emotions, Stress management

Work Education Dispositions

Page 12: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Challenges of Collecting Evidences of 21st century Skills

• Several of these skills embody non cognitive and metacognitive domains of learning

• Inadequate understanding of manifestation of non cognitive and metacognitive domains

What can we do to ?

• Describe what it means to grow in each of the domain/criteria

• Develop exemplars of appropriate behaviour- how do students of a specific age group demonstrate these behaviour

Page 13: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Source: How Students Learn Science

Page 14: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Misinterpretation of evidences, statements, graphics, questions, information, or other’s view point; Fails to identify relevant propositions and arguments; Ignores alternative strategies and other view points; Draws invalid conclusions and defends based on pre-conceptions; Indifferent to other’s views

Biased/Inappropriate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identifies propositions-arguments and reasons logically; analyses obvious alternatives, but hardly/superficially evaluates others view points; draws evidence based conclusions and but seldom justifies findings and results; values ideas and opinions of others

Accurate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identification of propositions-arguments and logical reasons; Thoughtful analyses and evaluation of alternative strategies and view points; Drawing evidence based valid conclusions and justifying findings and results; Considering other’s views for decision making

A Segment of Developmental Continuum of Critical Thinking

Page 15: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Collection of Evidence- Sources

Strategies/methods Evidence

Questioning paper pencil test, oral questions, quizzes standardised or classroom based in real or hypothetical situations

Observation Rubrics, anecdotes, checklist, observation sheetPerformance Assessment

Performance in simulated real life like situations, laboratory tasks, role play, group discussions, debate, interviews,…

Product Assessment Models, students made objects like art, portfolios; working documents like note books, concept mapsAssignments- Project, reports, essays, write-ups,..

Self-assessment /Peer review/Conference

Self reports (narrative/questionnaire/checklist), Reflection journal, logs

Page 16: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

PROBLEM SOLVING ASSESSMENT- Large Scale Paper Pencil Test

• Real world• Personal and social life• School life• Interest and attitude• Societal and national issues

Context

Language Conventions Qualitative Reasoning Quantitative Reasoning

Collection of Evidence - Questioning

Page 17: Significance  of Evidence  in Assessing 21 st  Century Skills

Collection of Evidence - Observation

Observing students who are engaged in learning

• Provides continuous information about students’ strengths and challenges and help to locate a child by assimilating these evidences

• Observation might be – direct/indirect - formal/informal

• Suitable for individual or group behaviour

CBSE-CAER International Conference, 28-29 April 2014

Cont.

Page 18: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Collection of Evidence - Performance AssessmentForm of assessment that requires students to construct a response, create a product or demonstrate application of knowledge and skills in real life like situations

Involve• activities for which there is no single correct answer• assessing groups rather than individuals• tasks that would continue over an extended period of time• self evaluation or performances• higher level cognitive skills, social skills and intrapersonal skills• real world contexts and constraints• assessment of directly observable behaviour• immediate feedback to students about their strengths and

areas of improvement

Might be product or process assessment

Page 19: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

• Scored responses - dichotomous/partial credit• Checklist • Rating scales• Rubrics• Anecdotes• Progress Map• Categorisation of qualitative responsesImportant Consideration

Data must be sufficient, but manageable and directly tied to decision-making

Information needs to be strong enough to support professional judgement about student’s achievement level and further journey

Recording Evidence

Page 20: Significance  of Evidence  in Assessing 21 st  Century Skills

Recording Evidences- Checklists

Checklists and Observation Schedules are assessment tools that help teachers gather information about pre determined learning

behaviours through observation.

CBSE-CAER International Conference, 28-29 April 2014

Makes efforts to understand the task before attemptingYes/No

Relates task to my knowledge and understanding Yes/No

Draws a mind map of all information, requirements Yes/No

of the task and possible solutions before attempting the task Yes/No Determines steps of a tasks, before starting the work Yes/No Carefully plans steps of action Yes/No Thinks through the steps while working

Yes/No Tries more than one way while working

Yes/No Evaluates how much work is left, how much has been achieved

Yes/No Questions – what I need to know in order to accomplish a task

Yes/No Discovers the main ideas in a task Yes/No Any other

Check list for assessment of problem solving skills

Page 21: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Recording Evidence- Rating Scale

Self regulation 1 2 3 4 5

Is able to set own goals

Identifies learning opportunities and strategies to meet learning goalsMonitors own progress against set goals

Assesses and reflects upon own strengths and weaknessesSeeks feedback from others and works upon them

(Source of evidence- Portfolio or anecdotes)

Page 22: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Recording Evidence - Rubrics

Information literacy skills Content standard: Researches and Evaluates Information Measurable Learning Outcome: uses a variety of appropriate tools to note observations and represent information

Skills Level 1 Level 2 Level 3Uses tools of IT … … …Records observation … … …Represents information … … …

are guidelines for recording evidence, in which assessment criteria are combined with rating scale

• lists a set of criteria that define and describe the important components of the skill• specifies the level of performance for each of the criteria• focus on the quality of the product/process and not the quantity

Page 23: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Criteria Beginner Intermediate AdvancedAnalysis of question and inquiry

Sees only superficial aspects of the problem

Identifies key aspects of the problem, but not interaction

Identifies key aspects and interaction components, too

Collecting, analysing and evaluating information

Follows prescribed guidelines to collect information; fails to distinguish between relevant & irrelevant

Assesses collected information for relevance and accuracy

Critically investigates sources to identify relevant information;

Using evidence and criteria

Accepts arguments without questioning and reasoning

Acknowledges need for valid reasoning, fails to evaluate evidences

Evaluates arguments for validity of reasons

Decision making Subjective decision making, not based on the most appropriate criteria

Uses the most appropriate criteria for decision making, but not able to justify

decision based on objective analysis of all criteria for decision making

Alternative choices and implications

Tries only one way Recognizes alternative solutions, but not able to justify implications

Can solve a problem in more than one way and explains implications

Analytic rubrics (Problem solving)

Page 24: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Communication

Level 1 Level 2 Level 3

Reading information Interprets information from passage, table, picture, graph, timeline, flow chart,…

Identifies relevant information; Assesses the validity of the reasoning; Identifies false statements and fallacious reasoning

Delineates and evaluates the arguments and specific claims in a text

Speaking and Listening Engages effectively in collaborative discussions

Initiates and participates effectively in collaborative discussions

Builds on others’ ideas and expresses own very clearly

Expressivity …………… …………….. …………….

Student 1 April 13 Feb 14Student 2 April 13 Feb 14Student 3 April 13 Feb 14

Student 4 April 13 Feb 14

Student 5 April 13 Feb 14

Using Evidence - Estimating student’s achievement

Page 25: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Closing the LoopAssessing with Purpose

Meaningful Reporting and Feedback

Focus on Enablers and Drivers

Page 26: Significance  of Evidence  in Assessing 21 st  Century Skills

CBSE-CAER International Conference, 28-29 April 2014

Thank You