assessing d ls (1)
TRANSCRIPT
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Assessing the Divergent Learner
Chris Burkett, Ed.DDavid M. Mathis, Ed.D.
ASCD Annual Conference 2015Houston, TX
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Divergent Learners
On your notecard, please brainstorm a list of the characteristics of a divergent learner.
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Who is a Divergent Learner?
A Divergent Learner● is a person of average to exceptionally bright intelligence;● does not easily relate to traditional curriculum, methods, school rules, and
values;● is no more likely to have learning disabilities than others; and● experiences difficulty unless the school recognizes his/her innate
personality traits and employs strategies to engage the divergent learner. Recognizing the characteristics of divergent learners and knowing how to relate to these students is critical to teaching them effectively.
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How Can We Best Understand Divergent Learners?
Ranking GuideLearning Style Inventories
Dunn and Dunn4MATDiSCMultiple IntelligencesEmotional Intelligence
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Divergence Ranking Guide
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Getting to Know DLs
DiSC Personality Inventoryhttps://kc.columbiasc.edu/ICS/icsfs/disc_behavioral_tendencies_inventory.pdf?target=7dab11ee-4767-4507-8fc7-0713c9081be8
DiSC Inventory for Childrenhttps://kc.columbiasc.edu/ICS/icsfs/disc_for_children.pdf?target=ecee49a6-6665-4c1f-9c11-c52d8a52abfd
Dunn and Dunn Learning Styles Inventoryhttps://kc.columbiasc.edu/ICS/icsfs/dunn___dunn_instrument_2007.pdf?target=efa8bdb0-3ffd-4a34-8b3a-66292fc03f20
4MAThttps://kc.columbiasc.edu/ICS/icsfs/4MAT_instrument3.pdf?target=565cfc6f-7a9f-45a0-98aa-03880e0b4fdc
Multiple Intelligences Inventoryhttp://surfaquarium.com/MI/inventory.htm
Easy to administer inventories that provide information about all students--especially divergent learners.
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Assessment:It depends upon your perch…
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The teacher’s view of assessment:
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•To gather evidence of student learning on the progression to learning target •To inform instruction •To motivate students and increase student achievement
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The divergent learner’s view of assessment:
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• I don’t see the purpose.• I am going to fail, so why
try?• This is a waste of my time.• I am not prepared.• Is this going to count?
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Types of Assessments
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• Portfolio Assessment• Checklists• Surveys• Traditional Assessments• Performance
Assessments
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Begin with the end in mind.
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Types of Assessments
Performance Assessments
“Performance assessments are multistep assignments with clear criteria expectations, and processes that measure how well a student transfers knowledge and applies complex skills to create or refine an original product.”
Quality Performance Assessment: A Guide for Schools and Districts
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Quality Performance Assessment: A Guide for Schools and Districts"This is a first rate, highly creative guide to implementing education and assessment based on competency rather than on standardization, testing, and promotion. It offers tools to assess what students actually know and can do, along with invaluable guidance for teachers seeking to apply such authentic assessment in their classrooms.”Jay McTighe, Co- Author of Understanding by Design Guide to Advanced Concepts in Creating and Reviewing Units
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Performance Assessments Focus on Meaningful Student-Centered Learning
• Quality Aligned Instruction• Personalized Learning• Aligned to Content Standards• Aligned to 21st Century Skills
• Quality Aligned Task• Appropriately designed so expectations are clear
• Quality Data Analysis• Determine if what is being taught is being assessed• Determine if sufficient evidence is demonstrated
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21st Century Learning
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Quality Task Design
1.Select an objective to be measured by the performance task. • What content does the objective measure? • If a student has mastered this objective, what would that look like?
2. Write out the expected content learning outcomes for the task. • What are the most important facts that a student must know for this task? • What big ideas and generalizations should a student show in the task?
3. Write out the expected skill learning outcomes for the task. • What skills should this task measure? Reading, writing, speaking? • Do the skills in the task align with the content?
Hanover County SchoolsNorth Carolina
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Quality Task Design
4. Brainstorm a task that tests the content and skills together.• What is a possible project that could be used? • What projects have you used before that could be re-evaluated?
5. Use GRASPS to frame the performance expectations. • Does the project mirror a real-world task? • Does the project ask the student to mimic the role of an expert?
6. Use the 6 Facets of Understanding to check for depth and rigor. • Does the project ask students to regurgitate memorized information? • Does the project involve deep understanding of the content?
Performance Assessments: Portfolios in Civics and EconomicsThis is the link to a teacher's guide re: performance assessments from Hanover County Schools in North Carolina. Although it is created to assist a civics and economics course, provides awesome background information re: performance assessments as well as models for creating them in all subject areas.http://www.nhcs.net/socialstudies_worldlanguages/Performance%20Assessment%20in%20Civics.pdf
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Quality Task Design
7. Write a rubric that guides students to a successful performance. • Is the rubric clear and understandable? • Could students use the rubric to self-evaluate their progress?
Resources for developing quality rubrics:
Saluda County Schools / Overview
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Performance Assessment:GRASPS
Goal: • Your goal is to help a group of foreign visitors understand the key historic, geographic and economic features of our region.Role: • You are an intern at the Regional Office of Tourism.Audience: • The audience is a group of nine foreign visitors (who speak English). Situation: • You have been asked to develop a plan, including a budget, for a four-day tour of the region. Plan your tour so that the visitors are shown sites that best illustrate the key historical, geographic and economic features of our region. Product/Performance and Purpose: • You need to prepare a written tour itinerary and a budget for the trip. You should include an explanation of why each site was selected and how it will help the visitors understand the key historic, geographic and economic features of our region. Include a map tracing the route for the tour. [Optional: Provide a budget for the trip.]* Standards & Criteria for Success: • Your proposed tour plan needs to include... - an itinerary and route map - the key historical, geographic and economic features of the region - a clear rationale for the selected sites *- accurate and complete budget figures
This is a great performance assessment exemplar using GRASPS. It was developed by Jay McTighe, co-author of Understanding by Design.
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Six Facets of UnderstandingUnderstanding by DesignGrant Wiggins and Jay McTighe
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Performance AssessmentExemplars
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Saluda County Schools / Overview
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Feedback Through Formative Assessments
http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf
https://docs.google.com/a/saludaschools.org/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000&slide=id.p
“Students learn more during performance assessments as they adjust their approach to a problem and make corrections in response to targeted feedback from their instructors and peers.”
Quality Performance Assessment: A Guide for Schools and Districts
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http://www.qualityperformanceassessment.org/wp-content/uploads/2014/09/Tool_1.pdf
Assessment Validation Checklist
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Assessment Validation Cover Sheet
http://www.qualityperformanceassessment.org/wp-content/uploads/2013/06/Tool2_AssessmentValidationCovSheet.pdf
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Common Performance Assessment Curriculum Planning Templatehttp://www.qualityperformanceassessment.org/wp-content/uploads/2013/06/Tool8_CommonPerfAssessmentCurrPlanningTemplate.pdf
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Quality Assessments are best done in collaboration, not in isolation.
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Hitting the Center of the Target with Divergent Learners• Clearly define the Learning Target to Students
• Align and Design Quality Assessments
• Reflect on Needed Improvements
• Work Collaboratively
• Provide Students with Quality Feedback
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Contact InformationChris Burkett, Ed. D.Head, Division of EducationAssociate Professor of [email protected]
David M. Mathis, Ed. D.SuperintendentSaluda County [email protected]