assessment: digital? analog? does it matter?

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ASSESSMENT digital? analog? does it matter? Thursday, February 25, 2010

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*Too bad the image "frame" of torn paper rendered incorrectly upon upload of the PDF into Slideshare. Oh well... check this out: The essential framework for the "big picture" element of this presentation was inspired by Elizabeth Helfant of MICDS in St. Louis, Missouri. Our reading lists are frighteningly similar. I enjoy the validation of the importance of these works from trusted others. I think here sequencing of these elements is smart. From that point, I used both this slide set and two texts from the Stiggins assessment institute to deliver a job-embedded professional development session at Benton High School on February 25, 2010. As per usual, the slide deck only shows a part of the event, and much of our work was analog, face-to-face, and on paper. Hey- you have to know when to do what. It is just far too uncanny that Elizabeth and I seem to have essentially the same reading list. She's a good geek. I love it.

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Page 1: ASSESSMENT: digital? analog? does it matter?

ASSESSMENTdigital? analog? does it matter?

Thursday, February 25, 2010

Page 3: ASSESSMENT: digital? analog? does it matter?

BIG PICTURE

WHAT DO WE NEED?

FIRST STEPS

Thursday, February 25, 2010

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BIG PICTURE:(threads throughout)

*much of this sequence is borrowed from @ehelfantThursday, February 25, 2010

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“FLOW”

From Mihaly Csikszentmihalyi’s seminal work: “Flow: The Psychology of Optimal Experience.”

Thursday, February 25, 2010

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“...people are most happy when they are in a state of flow— a state of concentration or complete absorption with the activity at hand and the situation. The idea of flow is identical to the feeling of being in the zone or in the groove. The flow state is an optimal state of intrinsic motivation, where the person is fully immersed in what he or she is doing. This is a feeling everyone has at times, characterized by a feeling of great absorption, engagement, fulfillment, and skill— and during which temporal concerns (time, food, ego-self, etc.) are typically ignored.”

Thursday, February 25, 2010

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“...being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost.”

Thursday, February 25, 2010

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“To achieve a flow state, a balance must be struck between the challenge of the task and the skill of the performer. If the task is too easy or too difficult, flow cannot occur. Both skill level and challenge level must be matched and high; if skill and challenge are low and matched, then apathy results.”

Thursday, February 25, 2010

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FINDING FLOW:(and it’s relation to assessment)

Thursday, February 25, 2010

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1) Perceived challenges, or opportunities for action, that stretch (neither overmatching nor underutilizing) existing skills, a sense that one is engaging challenges at a level appropriate to ones’ capacities.

Thursday, February 25, 2010

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2) Clear proximal goals and immediate feedback about the progress being made.

Thursday, February 25, 2010

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“Zone of Proximal Development”

Lev Vygotsky, 1934Thursday, February 25, 2010

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“Mindset”From: “Mindset, The New Psychology of Success by Carol Dweck, 2006

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Thursday, February 25, 2010

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Thursday, February 25, 2010

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(original graphic by Nigel Holmes)Thursday, February 25, 2010

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(original graphic by Nigel Holmes)Thursday, February 25, 2010

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“You did such a wonderful job of

reading that book... you’re so smart!”

Thursday, February 25, 2010

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“You did such a wonderful job of

reading that book... you’re so smart!”

Does this undoubtedly warm sentiment contribute to a growth mindset, or a fixed mindset? How might that be altered?

Thursday, February 25, 2010

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“connectivism”

George Siemens & Stephen Downes, 2005Thursday, February 25, 2010

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*Learning occurs as part of a social network of many diverse connections and ties...

**The network is made possible by various tools and technologies which are not as important as the connections made possible by them.

Thursday, February 25, 2010

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blending theory

*This tasty mix was whipped up by the great Elizabeth Helfant.

conn

ectiv

ism

growth mindsetagency

zone of flow

boredomapathy

anxiety

rigor relevance

relationships

skillshabitudes

“4Cs”

low highlow

high

Thursday, February 25, 2010

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*from MICDSThursday, February 25, 2010

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so...Thursday, February 25, 2010

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SEVEN STRATEGIES:• 1. Provide students with a clear and

understandable vision of the learning target.

• 2. Use examples and models of strong and weak work.

• 3. Offer regular descriptive feedback.

• 4. Teach students to self-assess and set goals.

• 5. Design lessons to focus on one learning target or aspect of quality at a time.

• 6. Teach students focused revision.

• 7. Engage students in self-reflection and let them keep track of and share their learning.

(of assessment for learning)

*Jan ChappuisThursday, February 25, 2010

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Where am I going?How will I get there?

*@DrDialThursday, February 25, 2010

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“clear targets?”

Thursday, February 25, 2010

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“Math” Subject

“Decimals” Topic

“p. 152” Resource

“Going on a decimal hunt” Activity/Performance Goal

“clear targets?”

Thursday, February 25, 2010

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“clear targets?”

Thursday, February 25, 2010

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“Comm Arts” Subject

“Poetry” Topic

“Mending Wall” Resource

“Connotation countdown” Activity/Performance Goal

“clear targets?”

Thursday, February 25, 2010

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“Clear targets means they are not just listed on

the wall, but they are in the child’s head.”

~Jan Chappuis

Thursday, February 25, 2010

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“learning goals”

vs.

“performance goals”

*in 2‘s or 3‘s, develop a definition for each using p. 18 of your textThursday, February 25, 2010

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assessment continuum

diag

nost

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peer

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acog

nitiv

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assessment continuum

diag

nost

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peer

/self/

met

acog

nitiv

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•blog/discussion thread prompts•google forms

Thursday, February 25, 2010

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assessment continuum

diag

nost

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peer

/self/

met

acog

nitiv

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•shared google docs/ etherpad•diigo annotation/collaboration/groups•awesome highlighter

•Adobe Acrobat•Twitter/Yammer

Thursday, February 25, 2010

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assessment continuum

diag

nost

icfo

rmat

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peer

/self/

met

acog

nitiv

epo

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sum

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•blog/discussion thread reflections•online reflection journals (info.)•etc...

Thursday, February 25, 2010

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ontoday...

Thursday, February 25, 2010