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![Page 1: Eva L. Baker and Girlie Delacruz UCLA / CRESST Council of Chief State School Officers National Conference on Student Assessment Session: A Vital Goal:](https://reader030.fdocuments.in/reader030/viewer/2022032517/56649c9e5503460f9495ef6e/html5/thumbnails/1.jpg)
Eva L. Baker and Girlie DelacruzUCLA / CRESST
Council of Chief State School Officers
National Conference on Student Assessment
Session: A Vital Goal: Blending Assessment with Instruction
National Harbor, MD
June 21, 2013, 8:00am
Blended Learning: Integrating Instruction and Assessment
![Page 2: Eva L. Baker and Girlie Delacruz UCLA / CRESST Council of Chief State School Officers National Conference on Student Assessment Session: A Vital Goal:](https://reader030.fdocuments.in/reader030/viewer/2022032517/56649c9e5503460f9495ef6e/html5/thumbnails/2.jpg)
2 CCSSO
Assessment Today?
• Content focus
• Summative
• Accountability
• Formative
• Changing Formats
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3 CCSSO
Blended Assessment and Instruction
Assessment
Instruction
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4 CCSSO
Blended
• Mixed to an even consistency
• Smoothed on the edges
• Computers-based and classroom teachers
• In this context
Key elements needed for improvement
1. One obvious interpretation, formative assessment during instruction
2. Assessment that promotes success in an uncertain world
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5 CCSSO
1. FORMATIVE ASSESSMENT
• Derived from formative evaluation, checking progress during instruction, finding strategies to help learners fix any shortfalls or misconceptions
• Various mystiques about ways to make it work
Focus key elements rather than total performance
Strategies to heighten learner attention
Forms of feedback
Follow-up to assure positive result
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6 CCSSO
Formative Assessment in Technological Systems
• As conducted in instructional systems, formative assessment involves various forms and formats of tasks, adaptation, and feedback cycles
• The system adapts to learner successes and failures
• Adaptation models yield evidence of high levels of performance and cost-savings to reach key proficiencies
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7 CCSSO
Technology adaptations are currently canned, but it is possible, based on learner’s responses and motivation, to create instruction on-the-fly and to truly personalize learning.
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8 CCSSO
Teachers’ Use of Formative Assessment
• Synonymous with “old” views of good instruction
• Requires close analysis of student’s work
• Demands time for interactions with students
• Wealth of knowledge about potential causes of misconceptions or mistakes
• Teachers need depth of expertise to suggest effective intervening options
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9 CCSSO
Challenges of the Common Core Assessments
• Studies have shown that teachers’ self-reports of their own content knowledge predict their student levels of achievement on open-ended and traditional measures
• Content knowledge in Common Core State Standards may challenge some teachers
• They will need help to provide close, adaptive, and timely feedback
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10 CCSSO
Ways to Help SupportFormative Assessment
• Share domain ontologies and maps
• Share performance criteria
• Provide models of ranges of good and less good performance
• Connect reasons to performance differences
• Engage learners as peer or collaborative helpers
• Use technology like learning games for formative assessments
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11 CCSSO
Two Views of Learning
For the Present, For the Future
• Learning as logical repetition, additive to complexity
• Fluency and automaticity
• Example: Procedural Learning
• Learning as adaptive and integrative
• Deconstructs learned patterns, determine how they apply, change, or combine to create solutions to unpredictable situations
• Example: Problem solving
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12 CCSSO
2. Instruction and Assessment to Support Future Learning—Transfer• With rapid explosion and revision of knowledge
• With changing careers and unstable contexts
• With unfiltered access to knowledge
• With multiple careers in a lifetime
• With relentless global competition
Learners must be taught, evaluated, and assessed on their ability to apply and adapt learning to new situations
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13 CCSSO
New and unstable knowledge
Rapidly changing contexts
Demography
Differential birthrates
Multinational sources of career
and jobs Globalization vs. localization
Ever-increasing competition
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14 CCSSO
What Does this Mean for Blended Learning and Assessment?
• Opportunity to confront unpredictable situations of varying complexity
• Opportunity to demonstrate ability to solve unexpected problems under various conditions
• Formal and informal assessments must make adaptive learning central
• Impossible to drill for this task
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15 CCSSO
Blending Mixes Up Student Awareness, Agency, and Privacy
• If my performance counts, I want to know about it
• If my data are being mined and combined to draw inferences about instruction, OK
• If personal information is being used in a blended context, watch out for consent and privacy
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17 CCSSO
Citations:
• http://gorawgogreen.files.wordpress.com/2012/08/vitamix-blender21.jpg?w=276&h=300• http://www.crazy4me.com/wp-content/uploads/2010/01/Pink-Question-Mark.jpg• http://studentweb.cortland.edu/Jamie.Vacheresse/project%205/cartoon-airplane.jpg• http://www.emeraldinsight.com/fig/40_10_1108_S2044-9968_2012_000006C011.png• http://instantseeze.com/wp-content/uploads/2013/05/iphone-4g-concept.jpg• http://cache3.asset-cache.net/gc/LA0317-001-four-babies-sitting-in-row-rear-view-gettyimages.jpg?v=1&c=IWSAsset&k=2&d=pOqdjKpfV%2BSQ0E6yHLWDgoudDKRhx4gTToLyYaynX0d%2FeflHw0g8jNSd7t9VxLek8831I3uslpxFQ4vfcN6DRQ%3D%3D• http://farm4.staticflickr.com/3469/3721809183_847a705f0c.jpg• http://www.100open.com/wp-content/uploads/2011/10/magnifying-glass.jpg