1. Formative Assessment and Student-centred Learning Incorporating Technology and 21st Century Skills

2. Purpose Student voice and choice: Improving student learning To consider technology integration into formative assessment To show how 21st Century skills can be embedded into formative assessment 3. Quality classroom assessment has the largest positive impact on student learning and achievement ever documented. Crooks; Black & William; Miesels et al; Rodriguez (as cited in Gregory, Cameron, & Davies, 2011) 4. Student Voice & Choice Voice When students are involved in their own assessment, they are required to think about their learning and articulate their understanding which helps them learn. Schon; Walters, Seidel, & Gardner; Wolf; Young; Zessoules & Gardner (as cited in Davies, 2011, p. 12) Choice Engage in self-assessment Set goals Collect evidence of learning Present evidence of learning (Davies, 2011, p. 55-62) When students make choices about their learning, achievement increases Gearhart & Wolf; Harlen & Deakin-Crick; Jensen (as cited in Davies, 2011, p. 8) 5. The Student Experience is at the centre of educational practice. Teaching and assessment spaces (physical and virtual) impact student approaches to learning. (Crisp, 2012) 6. The Flipped Classroom Traditional Classroom Flipped Classroom Instruction at school Assignments, projects done at home Teacher is responsible for student learning Teacher as performer Teacher sees the final product (summative assessment) Teacher-centred Instruction at home Assignments, inquiry projects, experiments done at school Student is responsible for own learning Teacher as tutor Teacher observes the process (formative assessment) Student-centred (Bergmann & Sams, 2012) What a 'flipped' classroom looks like at Clintondale High School, Michigan 7. Assessing Learning Behaviours Separating Curriculum from Behaviour Combining disparate kinds of results into a single summary should be done cautiously. To the extent possible, achievement, effort, participation, and other behaviours should be graded separately. (Principles for fair student assessment, 1993, p. 12) Class Dojo 8. 21st CenturySkills Effective communication (Claro et al., 2012) Proficiency Collaboration as more than just socialisation (Impact of technology, 2002) Social networking augments learning because students are sharing, exchanging, and reflecting on information and ideas. Curiosity is promoted when students are encouraged to ask questions and think about concepts on a larger scale. 9. References Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, Or.: International Society for Technology in Education. Claro, M., Preiss, D. D., Martn, E. S., Jara, I., Hinostroza, J. E., Valenzuela, S., et al. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education, 59(3), 1042-1053. Crisp, G. (2012). Assessment in virtual learning spaces. Australia: University of Adelaide. Davies, A. (2011). Making classroom assessment work (3rd ed.). Bloomington, IN: Solution Tree Press. Gregory, K., Cameron, C., & Davies, A. (2011). Knowing what counts: Setting and using criteria (2 ed.). Merville, B.C.: Connections Pub. Kowalski, F. V. & S. E. (2012). Enhancing curiosity using interactive simulations combined with real-time formative assessment facilitated by open-format questions on tablet computers. Frontiers in Education Conference, October 2012, 1-5. Principles for fair student assessment practices for education in Canada. (1993). Edmonton, Alta.: Joint Advisory Committee. The Impact of Technology on Student Achievement. (n.d.). Open Training and Education Network. Retrieved May 19, 2014, from http://www.oten.info/conferences/jukes/ResearchSummary.pdf