David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Collecting, Organizing, and Documenting Student ProgressTeaching Again.
Presentation on theme: "Re-Imagining Assessment"— Presentation transcript:
1 Re-Imagining Assessment Collecting AssessmentsDavid M. Callejo Pérez & Sebastían R. Díaz West Virginia University
2 Essential Assessment Principles Occurs All Day LongDrives TeachingNot Subject SpecificIncludes the Learner’s LifeEngages Learners, Teachers, and Parents, CollectivelyBased on Developmental StandardsEngages Teachers, Learners, Parents, and Administrators to Take Ownership of School PerformanceFocuses on the Whole Person
3 New Assessment in Education: A Proposition The tasks used to assess what the students know and can do need to reflect the tasks they will encounter in the world outside schools, not those limited to schools themselves.The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulated.Assessment tasks should reflect the values of the intellectual community from which they are derived.Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts.
4 New Assessment in Education: A Proposition Assessment tasks should think about more than one possible solution and one possible answer to a problem.Assessment tasks should have curricular relevance, but limited by the curriculum itself.Assessment tasks should require students to display a sensitivity to configurations or wholes, not simply discrete elements.Assessment tasks should permit the student to select a form of representation they choose to use to display what has been learned.
5 Are they Learning?What is the Impact of Data and Learning and Teaching?How Should We Organize and Preserve All This Data?How Should we Collect and Evaluate It?What Assessment Data Should we Collect?
6 In-Classroom Benchmarks Criterion-Referenced MeasuresCompares the student to the instructional aim, rather than to others (Norm-Reference Test)Teacher-created tests can be more accurate because of the teacher-student relationshipRunning RecordsRubricsA Retelling Rubric and Holistic Journal RubricFormative and Summative RubricsPresent the Evidence
7 Formative AssessmentAccording to James Popham (2008) in Transformative Assessment, there are 4 levels in formative assessment:Level 1: Teachers’ Instructional AdjustmentsTeachers Collect evidence that decisions on assessment will be based uponLevel 2: Students’ Learning Tactic AdjustmentsStudents self-assess and make decisions about what they need to know.Level 3: Classroom Climate ShiftApply formative assessment to transform the traditional classroomLevel 4: School-wide ImplementationEntire school or district adopts formative assessment
8 Social Contract of Assessment Social Compact of AssessmentAssessment is a process, a series of authentic conversations, which are public and open.LearnersTeachersAdministratorsCommunityPoliticians
9 Social Contract of Assessment Stakeholders need to value an open community based upon ideals in which freedom of expression is protected, civility is affirmed, and appreciation and understanding of individual differences are honored; where we value a caring community in which the well being of each person is important.
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