21 st Century Learning and Instruction Session 2: Balanced Assessment.

WEST VIRGINIA DEPARTMENT OF EDUCATION

21st Century Learning and Instruction

Session 2:Balanced Assessment


Session 2 – Big Idea

Quality 21st century assessments are essential for measuring 21st century learning and instruction.


Enduring Understanding

A balance of assessment of and for learning offers 21st century learners a powerful way to master the content

and skills central to success in the 21st century.


Essential Questions • What is balanced assessment?• What is assessment of learning and

assessment for learning?• Why is a change in the roles, uses

and types of student assessments necessary to develop 21st century learners?

• What is classroom assessment for learning?


Participants will know …

• The components of a balanced assessment system

• The purposes and uses of assessments of learning

• The purposes and uses of assessment for learning

• Examples of classroom assessment for learning


Participants will be able to …

• Distinguish between assessment of learning and assessment for learning

• Identify characteristics of assessment of learning

• Identify characteristics of assessment for learning

• Identify classroom assessments for learning• Discuss the role change of teachers and

students in assessment for learning


Why do we assess student

performance?


WE ASSESS TO:

• Gather accurate information about student achievement in order to inform instructional decisions

• Use assessment processes and results to promote student efficacy and eagerness to learn

- Rick Stiggins


Should we assess our students’ understanding?

• Using a typewriter

OR

• Using a computer



• Using a slide rule

OR

• Using a calculator



•Using the Guide to Periodic Literature

OR

•Using Google


Discuss

• Which skills did you select?

• Why did you select these skills?


A change in assessment philosophy and practice is necessary to create 21st century learners.


Before we can change the way we teach

we must first recognize the need to change.

Chris MainhartMillbury, MA


Profile of a 21st Century GraduateProficient in Core SubjectsKnowledgeable of 21st Century ContentCompetent in 21st Century SkillsProficient in 21st Century Technology

ToolsAble to Apply and to Demonstrate

Learning in Real World Situations


20th Century Assessment Practices

• Textbook-driven assessments• True-false; multiple choice; and short

answer formats focusing on memorization

• Unclear student expectations


21st Century Assessment Practices• Formal and informal assessments• Content, 21st century skills and proficiency

assessed• Technology tools used during assessments• Rubrics used regularly• Clear student expectations • Continuous, ongoing and interconnected• Use of many assessment methods


21st Century Assessment Results

• Student learning clearly communicated in student friendly language to intended users

• Higher order thinking and reasoning skills measured

• Technology (when appropriate) used for assessment, reporting and monitoring student progress


What is a 21st Century Balanced Assessment

System?~

What does it look like in WV?


Balanced Assessment System

OF Learning• Determines if learning

occurred• Identifies student

learning status at a point in time

• External examinations (ex. State accountability tests, report card grades, unit exams, project grades)

FOR Learning• Process during learning

to diagnose student needs, plan instruction, provide feedback

• Helps students understand increments of achievement and how to improve

• Guides day to day classroom instruction


21st Century Balanced Assessment

Formative

Assessments

for

Learning

Summative

Assessments

of

Learning

Benchmark

Assessments

of

Learning


Summative Assessments of Learning: Changing Roles

• Core subjects aligned to state content standards and objectives

• Document achievement status• Inform performance


NEWTHINKING

for OurCHANGING

ROLES


20th Century Lesson Design

The lesson design centers on covering pages in the textbook and completion of textbook driven instructional activities. Assessment processes are designed and administered at the conclusion of the lesson.


21st Century Lesson DesignLesson design “begins with the end in mind” focusing on the desired student performance outcomes and how those outcomes will be assessed. Instructional strategies are designed and differentiated to bring about the desired student performance outcomes. Students understand the intent of the lessons and how their performance will be assessed.


Instructional Guides• Quality backward design • Modeling 21st century best instructional

practices• Integration of content, standards and

objectives, learning skills and technology tools

• Rigor and Relevance• Assessment for learning• Alignment of identified learning goals,

understandings, performance tasks and evaluation


Backward Design at a GlanceStage One: Identify desired results

• Content standards• Enduring understandings and essential questions• Enabling knowledge objectives

Stage Two: Assess desired results:• Use a photo album, not snapshot, approach• Integrate tests, quizzes, reflections and self-evaluations

with academic prompts and projectsStage Three: Design teaching and learning activities to

promote desired results:• W.H.E.R.E.T.O. design principles• Organizing learning so that students move toward

independent application and deep understanding using research-based strategies


What does this summative

assessment of learning look like in

the classroom?


Benchmark Assessment of Learning

• Mastery of specific instructional objectives at predetermined points

• Feedback on student progress toward instructional targets

• Information that allows for “in course” correction


Formative Classroom Assessment for Learning: Changing Roles• Learner centered• Content specific• Clearly

communicated to all• Plan next steps in

instruction

• Diagnose student needs

• Multiple performance-based measures

• Monitor student progress


Formative Classroom Assessments for Learning

• Includes instructionally embedded activities, e.g., observation, homework, quizzes, questioning

• Happens while learning is still underway

• Leads to instructional decisions• Are in support of motivation and

learning


Quality Classroom Assessment

• Key 1: Clear Purpose• Key 2: Clear Targets• Key 3: Sound Design• Key 4: Effective Communication• Key 5: Student Involvement


Clear Learning Targets

• Start with CSOs• Deconstruct into scaffolding

leading to each CSO• Transform into student-friendly

versions

-Rick Stiggins


Successful students:

• Growing confidence• Optimism rules: Expect a positive result …

always• Strong desire• High level of effort• Risk trying – stretch

“I can get this.”-Rick Stiggins


What does this formative assessment for learning look like

in the classroom?


How do you use?

Assessment of learning

and

Assessment for learning


Why must we change the way we assess

our students?


Assessment FOR Learning:

Changing Roles


Consider

• When you were in junior high/middle school, how did your teachers assess your knowledge and skills?

• When you were in high school, how did your teachers assess your knowledge and skills?

• When you were in college, how did your professors assess your knowledge and skills?


Should we assess our students’ knowledge?

• Naming the components of a computer

OR

• Demonstrating the different functions of a computer


Should we assess our students’ knowledge?

Memorizing the names of the rivers of the world

OR

Using Google to find a list of the names of the rivers of the world


What are examples of 21st Century Classroom

Assessments?


Reflection

• What is my understanding of a balanced assessment system?

• How do I think about assessment of and for learning?

• What are my first steps to begin the change process?

21 st Century Learning and Instruction Session 2: Balanced Assessment.

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