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ASSESSMENT NEEDS TO

CHANGE. WE KNOW THIS.

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N E W D I R E C T I O N S I N A S S E S S M E N T

Shifting From Shifting ToLearning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Linear knowledge Distributed knowledge

Learning as individuals Learning in a networked community

Teacher driven (teacher gives knowledge) Student driven(student constructs knowledge)

Summative assessment Formative assessment

Teacher is expert Student’s knowledge is valid starting point

Passive Active

Content driven (memorization and regurgitation of facts)

Process driven (analysis, exploration, synthesis)

N E W D I R E C T I O N S I N A S S E S S M E N T

SHIFT FROM EMPHASIS

ON TEACHING…

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TO AN EMPHASIS ON CO-LEARNING

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N E W D I R E C T I O N S I N A S S E S S M E N T

Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html

Shift From Shift To

SUMMATIVE VS. FORMATIVE ASSESSMENT

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N E W D I R E C T I O N S I N A S S E S S M E N T

Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum.

Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.

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N E W D I R E C T I O N S I N A S S E S S M E N T

FORMATIVE ASSESSMENT CAN BE USED TO:

• Gauge students prior knowledge and readiness• Encourage self-directed learning• Monitor progress• Check for understanding • Encourage metacognition• Create a culture of collaboration• Increase learning• Provide diagnostic feedback about how to improve teaching

TECHNOLOGICAL CHANGE IS NOT ADDITIVE, ITS ECOLOGICAL. A NEW TECHNOLOGY DOES NOT CHANGE SOMETHING, IT CHANGES EVERYTHING"

Source: Mark Treadwell - http://www.i-learnt.com

[Neil Postman]

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N E W D I R E C T I O N S I N A S S E S S M E N TE D U C AT I O N W E E K P D W E B I N A R

Change is inevitable: Growth is optional

Change produces tension- it pushes us out of our comfort zone.

“Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge

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Free range learners

Free-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.

LET GO OF CURRICULUM

Are there new Literacies?

“In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.”

--Eric Hoffer, Reflections on the Human Condition

Play — the capacity to experiment with one’s surroundings as a form of problem-solving

Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery

Simulation — the ability to interpret and construct dynamic models of real-world processes

Appropriation — the ability to meaningfully sample and remix media content

Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.

Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.

Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal

Judgment — the ability to evaluate the reliability and credibility of different information sources

Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities

Networking — the ability to search for, synthesize, and disseminate information

Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..

Three Rules of Passion-based Teaching

• Move them from extrinsic motivation to intrinsic motivation

• Help them learn self-government and other-mindedness

• Shift your curriculum to include service learning outcomes that address social justice issues

1. Authentic task2. Student Ownership3. Connected Learning

http://bit.ly/lUxRIR

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

MULTI-CHANNEL APPROACH

SYNCHRONOUS

ASYNCHRONOUS

PEER TO PEER WEBCAST

Instant messenger

forumsf2f

blogsphotoblogs

vlogs

wikis

folksonomies

Conference rooms

email Mailing lists

CMS

Community platformsVoIP

webcam

podcasts

PLE

Worldbridges

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Rethinking Teaching and Learning

1. Multiliterate

2. Change in pedagogy

3.Change in the way classrooms are managed

4.A move from deficit based instruction to strength based learning

5.Collaboration and communication Inside and Outside the classroom

6.

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EDUCATION FOR CITIZENSHIP

“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.”

Justice Leland DeGrasse, 2001

Connected Learning

The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction

Stephen Downes

How do you do it?-- TPCK and Understanding by DesignThere is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before , during, and after instruction.

Teacher and Students as Co-Curriculum Designers

Assessment is part of the learning process- student directed or teacher directed.

1. What do you want to know and be able to do at the end of this activity, project, or lesson?

2. What evidence will you collect to prove mastery? (What will you create or do)

3. What is the best way to learn what you want to learn?

4. How are you making your learning transparent? (connected learning)

WHY TPACK?

Learning how to use technology is much different than knowing what to do with it for instructional purposes

Redesigning instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

TPCK Model

There is a new model that helps us think about how to develop technological pedagogical content knowledge. You can learn more about this model at the website:

Shifts focus of literacy from individual expression to community involvement.

Students become producers, notjust consumersof knowledge.

Shifts focus of literacy from individual expression to community involvement.

Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

7 PIECES OF THE TPACK PIE

Content [CK]: subject matter to be learnedTechnology [TK]: foundational and new technologiesPedagogy [PK]: purpose, values & methods used to teach

and evaluate learning PCK: What pedagogical strategies make concepts difficult or

easy to learn? TCK: How is content represented and transformed by the

application of technology? TPK: What pedagogical strategies enable you to get the

most out of existing technologies for teaching & evaluating learning?

TPCK:Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”

• Content focus: What content does this lesson focus on?• Pedagogical focus: What pedagogical practices are employed in this lesson? • Technology used: What technologies are used?

• PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning? • TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner? • TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning? • TPCK:How might things need to change if one aspect of the lesson were to be different or not available?

TPACK GUIDELINES

Pick the Content

Choose the Strategy

Choose the Tool

Create the Learning Activity

Then apply connected learner scale

---------------------------------------- * What are the essential instructional activities you typically use? * List possible Web 2.0 tools that fit nicely with your disciplines essential instructional activities. * Create a 21st Century type instructional activity

Think: Share, Connect, Remix, Collaborate, Collective Action

Feedback• Task -oriented- Provides information on how well the task is being accomplished .• Clarification- Looks at process. How to improve the work.• Self-regulating - Encourages learner to evaluate their own work.• Appreciation- specific praise linked to affective growth.

What makes a difference to student learning?

Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals

John Hattie, University of Auckland 2003

WHAT DOES IT LOOK LIKE?

WHAT WILL BE OUR LEGACY…

Bertelsmann Foundation Report: The Impact of Media and Technology in Schools

2 Groups Content Area: Civil War One Group taught using Sage on the Stage methodology One Group taught using innovative applications of technology and

project-based instructional models

End of the Study, both groups given identical teacher-constructed tests of their knowledge of the Civil War.

Question: Which group did better?

ANSWER…

No significant test differences were found

HOWEVER… ONE YEAR LATER

Students in the traditional group could recall almost nothing about the historical content

Students in the traditional group defined history as: “the record of the facts of the past”

Students in the digital group “displayed elaborate concepts and ideas that they had extended to other areas of history”

Students in the digital group defined history as: “a process of interpreting the past from different perspectives”

Real Question is this:Are we willing to change- to risk change- to meet the needs of the precious folks we serve?

Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.

Last Generation