ictlt authentic assessment

Investigating Authentic Assessment with Web 2.0

The International Conference on Teaching and Learning with Technology, Singapore, 2008

Intro TAS

1:1 learning

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

MLC Melbourne introduce 1:1

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

TAS Introduces Wireless laptops

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

TAS Staff 1:119

98

MLC Melbourne introduce 1:1

TAS Staff 1:1

TAS Introduces Wireless laptops

Origins19

90

2006

1998

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

TAS Staff 1:1

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

TAS Staff 1:1 conference

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Teaching & Learning Committee (TaLC)

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

TaLC assesses progress

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinatorsTaLC starts investigation student 1:1

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinatorsTaLC recommends 1:1 to coordinators

Origins

2006

2004

TAS Staff 1:1

2005

Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference

TaLC assesses progressTaLC starts investigation student 1:1

TaLC recommends 1:1 to coordinators

Changing&Staying the same

Constructionist

Constructionist

Collaborative

Constructionist

Collaborative

Creative

Constructionist

Collaborative

Creative

Complementary

Authentic Assessment

A type of assessment in which students perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Source: Jon Mueller, http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm

?

Student-centred

Self-directed

Complex, negotiated, open-ended

Interdisciplinary

Multimedia

Collaborative

Reflective

Authentic Assessment

CompareAuthentic Information Age Multimedia

Real-worldInformalAsynchronousPersonalisedNegotiatedCollaborativePeer and self-assessed

TraditionalIndustrial AgePaper-basedArtificialFormalSynchronousStandardisedControlledCompetitiveTeacher-assessed

1. Complex tasks over a sustained period. Negotiated milestones

2. Integrated and interdisciplinary

3. Require opportunities for reflection and feedback

4. Creation of polished products valuable in their own right

5. Allow multiple solutions

Authentic Assessment

Constructionist

Multiple intelligences

Revised Bloom’s

21st century skills

Pedagogy

Highly literate

Problem solvers

Effective communicators

Intellectual risk takers

Active citizens who are globally aware

21st Century Students

Web 1.0

One Way Web - knowledge consumption

Web 2.0

Two Way Web - tools that enableCreation and sharing of knowledge

Why Web2.0?

Connectommunicateollaboratereate

http://www.21stcenturyskills.org/

Web 2.0 Blogs, Wikis and Literacy

Improve writing quality

Connect with others’ ideas

Promote “ethical publishing”

Usability - little technical knowledge

Multimedia (range of learning styles)

Web 2.0 Tools

Web 2.0 Tools

Connectingommunicatingollaboratingreating

http://www.21stcenturyskills.org/

A student movie published online - viewed over 1600 times, powerful motivator and feedback for a student

Connectingommunicatingollaboratingreating

http://www.21stcenturyskills.org/

Challenges

Resource/time heavy

Validity and reliability of measures, eg marking, reporting on group work, peer and self-assessment, plagiarism,

Student and parent resistance

“Authenticity”

Encourage autonomy & choice

Explore primary sources

Use “analyze”, “predict”, and “create”

Students help design learning experiences

Encourage metacognition

Inspire students

do teachers practise?

• Importance of reflection

• Do we model what we want to see?

• Do we epitomise experience to the extent that it is “unreal” ie not reflective of real world.

• Is the real world appropriate for students?

• Are we control freaks? what ramifications...

Resources

http://lowenddslr.com/img/steps-led.jpg http://www.21stcenturyskills.org/ http://electronicportfolios.com/web20.htmlhttp://fromnowon.org/mar98/flotilla2.html