2. ASSESSMENT NEEDS TO CHANGE. WE KNOW THIS. Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR

3. Shifting FromShifting To Learning at schoolLearning anytime/anywhere Teaching as a private eventTeaching as a public collaborative practice Learning as passive participant Learning in a participatory culture Linear knowledgeDistributed knowledge Learning as individualsLearning in a networked community Teacher driven (teacher gives knowledge)Student driven (student constructs knowledge) Summative assessmentFormative assessment Teacher is expertStudent’s knowledge is valid starting point PassiveActive Content driven (memorization and regurgitation of facts) Process driven (analysis, exploration, synthesis)

4. SHIFT FROM EMPHASIS ON TEACHING… Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT TO AN EMPHASIS ON CO-LEARNING

5. Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR Photo Credit :http://www.annedavies.com/assessment_for_learning_tr_tjb.html Shift From Shift To

6. SUMMATIVE VS. FORMATIVE ASSESSMENT Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD Summative assessment is commonly used to certify the amount that individuals have learned and to provide an accountability measure. Summative assessments hold teachers accountable for standardized performance. They measure how well the teacher taught the curriculum. Formative assessment, in which the assessment is integrated with the instruction (and sometimes serves as the instruction) with the purpose of deepening learning, can replace summative assessment in many cases. Formative assessment measures and supports learning, not teaching.

7. Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR FORMATIVE ASSESSMENT CAN BE USED TO: Gauge students prior knowledge and readiness Encourage self-directed learning Monitor progress Check for understanding Encourage metacognition Create a culture of collaboration Increase learning Provide diagnostic feedback about how to improve teaching

8. TECHNOLOGICAL CHANGE IS NOT ADDITIVE, ITS ECOLOGICAL. A NEW TECHNOLOGY DOES NOT CHANGE SOMETHING, IT CHANGES EVERYTHING" Source: Mark Treadwell - http://www.i-learnt.com [Neil Postman]

9. How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning. Assessment before, during, and after instruction. Teacher and Students as Co-Curriculum Designers Assessment is part of the learning process- student directed or teacher directed. 1.What do you want to know and be able to do at the end of this activity, project, or lesson? 2.What evidence will you collect to prove mastery? (What will you create or do) 3.What is the best way to learn what you want to learn? 4.How are you making your learning transparent? (connected learning)

10. Connected Learner Scale This work is at which level(s) of the connected learner scale? Explain. Share (Publish & Participate) – Connect (Comment and Cooperate) – Remixing (building on the ideas of others) – Collaborate (Co-construction of knowledge and meaning) – Collective Action (Social Justice, Activism, Service Learning) –

11. Feedback Task -oriented- Provides information on how well the task is being accomplished. Clarification- Looks at process. How to improve the work. Self-regulating - Encourages learner to evaluate their own work. Appreciation- specific praise linked to affective growth. What makes a difference to student learning? Constant and meaningful feedback -- The Student --Teacher relationship --Challenging goals John Hattie, University of Auckland 2003

12. HOW TO BLOSSOM WITH EXPECTATION – BUILDING EFFICACY 1.Examine (pay close attention) 2.Expose (what they did specifically) 3.Emotion (describe how it makes you feel) 4.Expect (blossom them by telling them what this makes you expect in the future) 5.Endear (through appropriate touch)

13. WHAT DOES IT LOOK LIKE? Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR

14. Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR Change is inevitable: Growth is optional Change produces tension- it pushes us out of our comfort zone. “Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” --Senge

15. COURAGE TO SHIFT THE WAY WE TEACH AND LEARN THE ART OF RELEASE… It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan CohenAlan Cohen Sheryl Nussbaum-Beach 21stcenturycollaborative.com NEW DIRECTIONS IN ASSESSMENT EDUCATION WEEK PD WEBINAR