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Re-Imagining Assessment

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David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Collecting, Organizing, and Documenting Student ProgressTeaching Again.

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Presentation on theme: "Re-Imagining Assessment"— Presentation transcript:

1 Re-Imagining Assessment
Collecting Assessments David M. Callejo Pérez & Sebastían R. Díaz West Virginia University

2 Essential Assessment Principles
Occurs All Day Long Drives Teaching Not Subject Specific Includes the Learner’s Life Engages Learners, Teachers, and Parents, Collectively Based on Developmental Standards Engages Teachers, Learners, Parents, and Administrators to Take Ownership of School Performance Focuses 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 Measures Compares 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 relationship Running Records Rubrics A Retelling Rubric and Holistic Journal Rubric Formative and Summative Rubrics Present the Evidence

7 Formative Assessment According to James Popham (2008) in Transformative Assessment, there are 4 levels in formative assessment: Level 1: Teachers’ Instructional Adjustments Teachers Collect evidence that decisions on assessment will be based upon Level 2: Students’ Learning Tactic Adjustments Students self-assess and make decisions about what they need to know. Level 3: Classroom Climate Shift Apply formative assessment to transform the traditional classroom Level 4: School-wide Implementation Entire school or district adopts formative assessment

8 Social Contract of Assessment
Social Compact of Assessment Assessment is a process, a series of authentic conversations, which are public and open. Learners Teachers Administrators Community Politicians

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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