Presentation is loading. Please wait.

Presentation is loading. Please wait.

Significance of Evidence in Assessing 21 st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014.

Similar presentations


Presentation on theme: "Significance of Evidence in Assessing 21 st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014."— Presentation transcript:

1 Significance of Evidence in Assessing 21 st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014

2 CBSE-CAER International Conference, 28-29 April 2014

3 21 st Century Contexts Global citizenship Knowledge-and-intelligence-based economy Dominance of tertiary or service sector in global economy Unprecedented growth in ICTs Sustainability issues Significance of 21 st Century Skills CBSE-CAER International Conference, 28-29 April 2014 Cont. 2005

4 Skill sets deficient in school pass out % response Written communication81 % Leadership73% Work ethic70% Critical thinking and problem solving70 % Self direction58% Significance of 21 st Century Skills (source: Are they really ready to work. 2006. P21) CBSE-CAER International Conference, 28-29 April 2014 Skill sets required for the workforceEmployers’ priority Critical thinking and problem solving78 % Information technology77% Creativity and Innovation74% Collaboration74% THEGAPTHEGAP

5 CBSE-CAER International Conference, 28-29 April 2014 DECISIONDECISION MAKINGMAKING

6 21 st Century Systems to Nurture 21 st Century Skills What is needed 21 st Century Standards and Assessment 21 st Century Curriculum 21 st Century Teaching Learning Methods 21 st Century Learning Environments 21 st Century Professional Development CBSE-CAER International Conference, 28-29 April 2014

7 Standards and Assessments - Starting Point for 21 st Century Systems CBSE-CAER International Conference, 28-29 April 2014

8 What Kind of Assessment is Needed Encourages students to monitor their own progress and demonstrate evidence of their learning Provides sufficient information to teachers Enables concerned stakeholders to track the current position of the student against the destination Helps students, teachers and parents plan the developmental journey Technical Criteria- Validity, Reliability, Fairness, Scalability, Comparability CBSE-CAER International Conference, 28-29 April 2014 EVIDENCEEVIDENCE

9 Basic Steps of Evidence Based Assessment Defining the construct and describing developmental continuum for 21 st Century Skills Collection of evidence Systematic recording of observations and evidence Using evidence for professional decision making and estimating student’s achievement Reporting the progress or location of a student on the developmental continuum CBSE-CAER International Conference, 28-29 April 2014

10 Framework of 21 st Century Skills Partnership for 21 st Century Skills (P21 task force) Learning and Innovation Skills Life and Career Skills National research Council, USA Cognitive Skills Interpersonal Skills Intrapersonal Skills Assessment and Teaching of 21 st Century Skills (ATC) Ways of thinking Ways of working Tools for Working Living in the world CONT. CBSE-CAER International Conference, 28-29 April 2014 Critical Thinking & Problem Solving Creativity & Innovation Flexibility/Adaptability Collaboration & Social Skills Media Literacy & IT Skills Communication/ presentation Self awareness & self regulation Metacognition Critical Thinking & Problem Solving Creativity & Innovation Flexibility/Adaptability Collaboration & Social Skills Media Literacy & IT Skills Communication/ presentation Self awareness & self regulation Metacognition

11 The National Curricular Framework, India Individual Well BeingSocial Well being Independ ence of thought and action Learning to learn and problem Solving Aesthetic and physical values Commit ment to democra tic values Participation in democracy and economic and social changes Sensitivity to other’s well being CBSE-CAER International Conference, 28-29 April 2014 Life Skills (co-scholastic skills) Thinking SkillsSocial SkillsEmotional Skills Self awareness, Problem Solving, critical thinking, creativity, decision making Empathy, Effective communication, Interpersonal relationships, Collaboration and ICT- literacy Managing feelings and emotions, Stress management Work Education Dispositions

12 CBSE-CAER International Conference, 28-29 April 2014 Challenges of Collecting Evidences of 21 st century Skills Several of these skills embody non cognitive and metacognitive domains of learning Inadequate understanding of manifestation of non cognitive and metacognitive domains What can we do to ? Describe what it means to grow in each of the domain/criteria Develop exemplars of appropriate behaviour- how do students of a specific age group demonstrate these behaviour

13 CBSE-CAER International Conference, 28-29 April 2014 Source: How Students Learn Science

14 CBSE-CAER International Conference, 28-29 April 2014 Misinterpretation of evidences, statements, graphics, questions, information, or other’s view point; Fails to identify relevant propositions and arguments; Ignores alternative strategies and other view points; Draws invalid conclusions and defends based on pre-conceptions; Indifferent to other’s views Biased/Inappropriate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identifies propositions- arguments and reasons logically; analyses obvious alternatives, but hardly/superficially evaluates others view points; draws evidence based conclusions and but seldom justifies findings and results; values ideas and opinions of others Accurate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identification of propositions-arguments and logical reasons; Thoughtful analyses and evaluation of alternative strategies and view points; Drawing evidence based valid conclusions and justifying findings and results; Considering other’s views for decision making A Segment of Developmental Continuum of Critical Thinking

15 CBSE-CAER International Conference, 28-29 April 2014 Collection of Evidence- Sources Strategies/methodsEvidence Questioning paper pencil test, oral questions, quizzes standardised or classroom based in real or hypothetical situations ObservationRubrics, anecdotes, checklist, observation sheet Performance Assessment Performance in simulated real life like situations, laboratory tasks, role play, group discussions, debate, interviews,… Product Assessment Models, students made objects like art, portfolios; working documents like note books, concept maps Assignments- Project, reports, essays, write-ups,.. Self-assessment /Peer review/Conference Self reports (narrative/questionnaire/checklist), Reflection journal, logs

16 CBSE-CAER International Conference, 28-29 April 2014 PROBLEM SOLVING ASSESSMENT- Large Scale Paper Pencil Test Real world Personal and social life School life Interest and attitude Societal and national issues Context Analysing Synthesizing Interpreting Decision making Reasoning Conclusion Cognitive and metacognitive processes Math Science and Technology Humanities Language, Life skills Curricular strands Language Conventions Qualitative Reasoning Quantitative Reasoning Collection of Evidence - Questioning

17 Collection of Evidence - Observation Observing students who are engaged in learning Provides continuous information about students’ strengths and challenges and help to locate a child by assimilating these evidences Observation might be – direct/indirect - formal/informal Suitable for individual or group behaviour CBSE-CAER International Conference, 28-29 April 2014 Cont.

18 CBSE-CAER International Conference, 28-29 April 2014 Collection of Evidence - Performance Assessment Form of assessment that requires students to construct a response, create a product or demonstrate application of knowledge and skills in real life like situations Involve activities for which there is no single correct answer assessing groups rather than individuals tasks that would continue over an extended period of time self evaluation or performances higher level cognitive skills, social skills and intrapersonal skills real world contexts and constraints assessment of directly observable behaviour immediate feedback to students about their strengths and areas of improvement Might be product or process assessment

19 Scored responses - dichotomous/partial credit Checklist Rating scales Rubrics Anecdotes Progress Map Categorisation of qualitative responses Important Consideration Data must be sufficient, but manageable and directly tied to decision-making Information needs to be strong enough to support professional judgement about student’s achievement level and further journey CBSE-CAER International Conference, 28-29 April 2014 Recording Evidence

20 Recording Evidences- Checklists Checklists and Observation Schedules are assessment tools that help teachers gather information about pre determined learning behaviours through observation. CBSE-CAER International Conference, 28-29 April 2014  Makes efforts to understand the task before attemptingYes/No  Relates task to my knowledge and understanding Yes/No  Draws a mind map of all information, requirements Yes/No of the task and possible solutions before attempting the task Yes/No  Determines steps of a tasks, before starting the work Yes/No  Carefully plans steps of action Yes/No  Thinks through the steps while working Yes/No  Tries more than one way while working Yes/No  Evaluates how much work is left, how much has been achieved Yes/No  Questions – what I need to know in order to accomplish a task Yes/No  Discovers the main ideas in a task Yes/No  Any other  Makes efforts to understand the task before attemptingYes/No  Relates task to my knowledge and understanding Yes/No  Draws a mind map of all information, requirements Yes/No of the task and possible solutions before attempting the task Yes/No  Determines steps of a tasks, before starting the work Yes/No  Carefully plans steps of action Yes/No  Thinks through the steps while working Yes/No  Tries more than one way while working Yes/No  Evaluates how much work is left, how much has been achieved Yes/No  Questions – what I need to know in order to accomplish a task Yes/No  Discovers the main ideas in a task Yes/No  Any other Check list for assessment of problem solving skills

21 CBSE-CAER International Conference, 28-29 April 2014 Recording Evidence- Rating Scale Self regulation12345 Is able to set own goals Identifies learning opportunities and strategies to meet learning goals Monitors own progress against set goals Assesses and reflects upon own strengths and weaknesses Seeks feedback from others and works upon them (Source of evidence- Portfolio or anecdotes)

22 CBSE-CAER International Conference, 28-29 April 2014 Recording Evidence - Rubrics Information literacy skills Content standard: Researches and Evaluates Information Measurable Learning Outcome: uses a variety of appropriate tools to note observations and represent information SkillsLevel 1Level 2Level 3 Uses tools of IT … … … Records observation … … … Represents information … … … are guidelines for recording evidence, in which assessment criteria are combined with rating scale lists a set of criteria that define and describe the important components of the skill specifies the level of performance for each of the criteria focus on the quality of the product/process and not the quantity

23 CBSE-CAER International Conference, 28-29 April 2014 CriteriaBeginnerIntermediateAdvanced Analysis of question and inquiry Sees only superficial aspects of the problem Identifies key aspects of the problem, but not interaction Identifies key aspects and interaction components, too Collecting, analysing and evaluating information Follows prescribed guidelines to collect information; fails to distinguish between relevant & irrelevant Assesses collected information for relevance and accuracy Critically investigates sources to identify relevant information; Using evidence and criteria Accepts arguments without questioning and reasoning Acknowledges need for valid reasoning, fails to evaluate evidences Evaluates arguments for validity of reasons Decision makingSubjective decision making, not based on the most appropriate criteria Uses the most appropriate criteria for decision making, but not able to justify decision based on objective analysis of all criteria for decision making Alternative choices and implications Tries only one way Recognizes alternative solutions, but not able to justify implications Can solve a problem in more than one way and explains implications Analytic rubrics (Problem solving)

24 CBSE-CAER International Conference, 28-29 April 2014 Communication Level 1Level 2Level 3 Reading informationInterprets information from passage, table, picture, graph, timeline, flow chart,… Identifies relevant information; Assesses the validity of the reasoning; Identifies false statements and fallacious reasoning Delineates and evaluates the arguments and specific claims in a text Speaking and ListeningEngages effectively in collaborative discussions Initiates and participates effectively in collaborative discussions Builds on others’ ideas and expresses own very clearly Expressivity …………………………..……………. Student 1 April 13 Feb 14 Student 2 April 13 Feb 14 Student 3 April 13Feb 14 Student 4 April 13Feb 14 Student 5 April 13 Feb 14 Using Evidence - Estimating student’s achievement

25 CBSE-CAER International Conference, 28-29 April 2014 Closing the Loop Assessing with Purpose Meaningful Reporting and Feedback Focus on Enablers and Drivers

26 CBSE-CAER International Conference, 28-29 April 2014


Download ppt "Significance of Evidence in Assessing 21 st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014."

Similar presentations


Ads by Google