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Eva L. Baker and Girlie Delacruz UCLA / CRESST Council of Chief State School Officers National Conference on Student Assessment Session: A Vital Goal:

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Presentation on theme: "Eva L. Baker and Girlie Delacruz UCLA / CRESST Council of Chief State School Officers National Conference on Student Assessment Session: A Vital Goal:"— Presentation transcript:

1 Eva L. Baker and Girlie Delacruz UCLA / 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

2 1 CCSSO Assessment Today? Content focus Summative Accountability Formative Changing Formats

3 2 CCSSO Blended Assessment and Instruction Assessment Instruction

4 3 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

5 4 CCSSO 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

6 5 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

7 6 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.

8 7 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

9 8 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

10 9 CCSSO Ways to Help Support Formative 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

11 10 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

12 11 CCSSO 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

13 12 CCSSO New and unstable knowledge Rapidly changing contexts Demography Differential birthrates Multinational sources of career and jobs Globalization vs. localization Ever-increasing competition

14 13 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

15 14 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 16 CCSSO Citations: gettyimages.jpg?v=1&c=IWSAsset&k=2&d=pOqdjKpfV%2BSQ0E6yHLWDgoudDKRhx4gTToLyYaynX0d% 2FeflHw0g8jNSd7t9VxLek8831I3uslpxFQ4vfcN6DRQ%3D%3D


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