1. A 21st Century Model of Assessment for Emergent Competencies Marlene Scardamalia Institute for Knowledge Innovation and Technology OISE/University of Toronto Emerge 2010 - Banff, Alberta

2. Knowledge Building in the Context of 21st Century Skills … disparities in the productivity and growth of different countries have far less to do with their abundance (or lack) of natural resources than with the capacity to … create new knowledge and ideas … means to survive and prosper in highly competitive and globalised economies.” (David & Foray, 2003, p. 21)

3. Emergence in cyberspace: A new ‘knowledge space’ linked to the evolution of new knowledge (Pierre Lévy) Ingenuity gap: Solving complex problems tied to the generation of new knowledge (Thomas Homer-Dixon) Health and wealth of nations: Economic viability tied to the generation of new knowledge (Paul Romer) Social transformations: “Education will become the center of the knowledge society” (Peter Drucker) Ability to Create New Knowledge-- The Most Learnable and Generalizable 21st Century Skill !!!????

4. Knowledge Divide knowledge inequities magnified The Oldest and Most Long Standing Finding The Rich Get Richer

5. Knowledge Divide Digital knowledge inequities magnified technology inequities magnified Divide Raising the Bar but Not Closing the Gap

6. Knowledge Divide Digital knowledge inequities magnified technology inequities magnified Divide The Information Society: The Rich Get Even Richer

7. Knowledge Divide Digital New Knowledge knowledge inequities magnified technology inequities magnified ingenuity inequities magnified The Knowledge Society: The Rich Get Richer and Richer and Richer Divide

8. The creation of NEW KNOWLEDGE requires: Continual improvement of domain expertise and deep disciplinary knowledge The full set of 21 st Century skills --these are inseparable from domain knowledge and serve as enablers. Ability to Create New Knowledge--The Most Learnable and Generalizable 21st Century Skill !!!????

9. The ASSESSMENT and NEW KNOWLEDGE challenge: Domain expertise advances with the advancement of 21st Century skills Measures of 21st Century skills and domain expertise must advance in parallel Ability to Create New Knowledge--The Most Learnable and Generalizable 21st Century Skill !!!????

10. Forces to be addressed Constructivist Instruction: Success or Failure? Edited by Sigmund Tobias and Thomas M. Duffy Why minimal guidance during instruction does not work. An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry -based teaching by Kirschner, Sweller, Clark. Educational Psychologist Constructivist Learning Pitted Against “Drill and Kill” The Mile Wide, Inch Deep Curriculum Made Miles Wider and Shallower

11. 21st Century Skills, entry- to high-level characteristics of knowledge-creating organizations Shallow to Deep Constructivism --Learning to learn-metacognition--student provide input and reflect on their work to students able to take charge at the highest levels (is our work as a whole advancing, what are our most promising ideas, where are we stuck?) --Collaboration/Teamwork--from small group work with divided responsibilities to shared intelligence and community knowledge --Digital Literacy--familiarity and use of applications and web resources to shared community spaces built and continually improved with connections to communities worldwide

12. Assessment and Teaching of 21st Century Skills (ATC21S) Complementary Approaches: Working Backward from Established Goals Working Forward to Discover New Goals

13. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

14. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

15. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

16. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

17. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

18. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

19. Curriculum and Assessment Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Students Working Backwards From Goals

20. Curriculum and Assessment Activities Curriculum Expert Subject-Matter Expert Assessment New Standards Students Working Backwards From Goals

21. Working Backward from Goals: View from the Student’s Perspective Task, Activities & Tests Task, Activities & Tests ideas

22. Problem solving: from Control-of-Variables Research to Theory Development Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals

23. Problem solving: from Control-of-Variables Research to Theory Development Tasks and Tests Curriculum Expert Subject-Matter Expert Assessment New Standards Teacher Students Working Backwards From Goals Theory Development: High School or Beyond

24. Working Forward to Discover New Goals Challenge 1: Design More Optimal Environments for Knowledge Building While it is important to develop new tests to measure already identified 21st century skills, we believe it equally if not more important to address the question of how we get to yet-to-be discovered objectives—things students can do but that are obscured by traditional learning environments and not revealed by standard assessments.

25. Working Forward to Discover New Goals Challenge 2: Environmental Supports for Knowledge Building and Concurrent, Embedded, and Transformative Assessment Optimal environment will require scaffolds for high-level knowledge processes that are integral to learning environments, with new assessment tools providing continuous and helpful feedback so teachers and students can stay on continual improvement trajectories and exceed, not just meet expectations. In turn the work informs the design of increasingly powerful learning environments and systems surrounding them.

26. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Theory Development: Natural Tendency

27. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high-level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

28. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high-level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

29. IDEAS tasks activities tasks activities tasks activities Working Forward to Discover New Goals: Emergence of New Competencies

30. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

35. Distribute Expertise in Networked Environments: Social Network Analysis The Leader

36. Classroom Change Supported by Optimal Environments: A Social Network Analysis View (on demand, 30- second look at the knowledge space, year one)

37. Optimal Knowledge Building Environments: Students Take Collective Responsibility Social Network Analysis, Year Three The teacher

38. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

39. Grade 1 Curriculum: Cycles, Energy and Adaptation

40. --Students should understand cycles in lives of plants Grade 1 Curriculum: Cycles, Energy and Adaptation

41. Student Discourse--Day 1 Benchmark--Expert Corpus Latent Semantic Analysis

42. Student Discourse--Day 10 Benchmark--Expert Corpus Latent Semantic Analysis

43. Student Discourse--Day 32 Benchmark--Expert Corpus Latent Semantic Analysis

44. Total and distinct words--average per student over four semesters

45. Vocabulary Beyond Grade Level The number and grade level of new vocabulary (words not used earlier) per student notes. Number of new words per student over two years, four school terms Beyond current grade At or below current grade

46. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

47. C. Bereiter

49. Theory Development Theory Development Beyond Grade Level

50. ? is there water in spase Information Other Questions Theories T maybe there is T atmosphere T war T live T no T plaets water T never dicovered lands T Planet water T space

51. ? is there water in spase T maybe there is T atmosphere T war T live T no T plaets water T never dicovered lands T Planet water T space suggestion! ? if water is in spase where dus it go T space Apr 15 mabe bkus of urth yes becas the pepl need to live Apr 29 no! but if you cont spase ships yes Apr 30 Yes! because thier are other planets and thier mite be water in them Apr 30 the atmosphere opins May 2 and cuase there were light that bounced back water to mars You might be interested in reading: AvaporateYESNO You might be interested in reading: AvaporateYESNO is there water in spase

52. Curriculum Expert Subject-Matter Expert Assessment New Standards Working Forward to Discover New Goals: Emergence of New Competencies Scaffold high level knowledge processes Formative feedback Goals and learning progressions accessible to students Open knowledge spaces; communities build on and improve ideas

53. 21st Century Skills: Theory Development, Leadership, Risk Taking, New Ideas Teamwork--Build On, Reading, Reference, Search Literacy--Writing, Vocabulary Growth Leadership, Risk TakingIdea DiversityNew Ideas Teamwork-Build OnTeamwork-ReadTeamwork-Citations Vocabulary GrowthDistinct WordsVocabulary Beyond Grade Level

54. 21st Century Skills--For All, From the Earliest Years of Schooling Collaborative Problem Solving--peripheral to initiating; knowledge telling to knowledge transforming; high egocentric to contributions to others; individualistic and competitive to conflict regulation; trial and error hypothesis testing to reflective regulation; knowledge telling to knowledge transforming; arguing for a position to explanatory coherence Innovation Digital Literacy …and so forth

55. URL for Big Ideas Movie: http://dl.dropbox.com/u/7599158/Big%20Ideas%20%28med%29.mp4