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Assessment for learning v2
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ASSESSMENT FOR LEARNING How Measuring Success During Learning Turns Testing Upside Down Dick Carlson Chief Learning Officer Applied Educational Systems
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This deck is from my workshop at ACTE Career Tech Vision 2013 in Las Vegas titled "Assessment FOR Learning: How Measuring Success DURING Learning Turns Testing Upside Down" Most students hate taking tests. Most teachers hate giving tests. But a new concept called "AfL" (Assessment FOR Learning) has turned the concept of measurement upside down. Rather than waiting until the end of the process, AfL incorporates measurement throughout the learning process. Learners know exactly where they are at all times -- which areas are solid, and what they need to work on. Teachers can see the results of their lessons and modify what they're doing to improve results. Parents and administrators have no surprises -- from the pre-class measurement to the end of class wrap-up.
Transcript of Assessment for learning v2
ASSESSMENT FOR LEARNINGHow Measuring Success During Learning Turns Testing Upside Down
Dick CarlsonChief Learning Officer
Applied Educational Systems
THANKS FOR ATTENDINGSlides in this format (grey box, white letters)
Contain content that was generated by participants on site at the 2013 ACTE National Conference in Las Vegas.
I’ve found that when I make a “presentation” to a large room of experienced practitioners, there is much more knowledge in the room than in my head. So I view the session as a collaboration rather than a mind dump.
Thanks to all of the great folks who participated, and especially to Anne Kruse (from Applied Educational Systems) who scribed all this down on big yellow sheets of paper.
Dick Carlson
KNOWLEDGE
HOW DO YOU MEASURE SUCCESS?
REACT TO THE WORD “ASSESSMENT”
TYPES OF ASSESSMENT
________________________
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TYPES OF ASSESSMENT
Summative
Formative
SUMMATIVE ASSESSMENT
The goal of summative assessment is to crush student creativity and any interest in learning, by ranking them against an arbitrary rating scheme developed by nerds in New Jersey. Summative assessments are often high stakes, which means teachers may get improved parking spots, classrooms with windows, or printers with toner. Measurement techniques are very similar to those used in factories that produce lug nuts.
SUMMATIVE ASSESSMENT
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include a midterm exam, a final project, a paper a senior recital.
http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
FORMATIVE ASSESSMENTThe goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
• help students identify their strengths and weaknesses and target areas that need work• help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:• draw a concept map in class to represent their understanding of a topic• submit one or two sentences identifying the main point of a lecture• turn in a research proposal for early feedback
. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
INSTRUCTION VS ASSESSMENTAnswers generated by participants:
Can they take info and apply it in the real world?How can you connect this with the real world/your life?SOLs (Stats vs learning)Ask questions that encourage different types of learningCan this apply to previous or future types of learning?
WHY?
WHY?
WHY?5%
WHY?
HOW?The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately
.
QUESTIONING
QUESTIONINGAnswers generated by participants:
Quick checks of understandingAsk opionated question to prompt a debateHigher level thinking (emotional connections)How is this subject going to affect the future?Identifying a student before asking a questionTell student to obtain the answerPolleverywere.comSocrative.comWas info connected to prior learning?Meaningful? Important?What would make it more importantHow passionate about what I’m teaching?
FEEDBACK
SELF AND PEER ASSESSMENT
LEARNING STYLESAnswers generated by participants:
How they studyIf video is relevant!Ways to get feedbackMid lesson questioningDemonstration backWhat can we do better?
WHAT STUDENTS KNOWAnswers generated by participants:
Get it?Follow along?Method useful?Need more help?More practice?If different?
SURVEYSAnswers generated by participants:
Level of understanding (apply)Get message?How do students want to be assessed?Whow effects of absenceTime elementsCan you apply it?
ASSESSMENT FOR LEARNINGHow Measuring Success During Learning Turns Testing Upside Down
Dick CarlsonChief Learning Officer
Applied Educational Systems
