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Presentation for Academy District 20 Summer Institute Workshop, June, 2010.
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Formative Assessments for 21st Century Skills
Formative Assessments for 21st Century Skills
Nancy White, 21st Century Learning & Innovation SpecialistAcademy School District 20
Objectives
• What are 21st Century Skills? • Why & what do we assess?• 21st Century Assessment
Strategies• Assessment Tools – Free & Online• Workshop Time: Build Your Own
Assessment Tools and/or unit
What are the qualities of effective
“assessment”?
Characteristics of Good Assessment
• The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases.
• The test items should represent the full range of knowledge and skills that are the primary targets of instruction.
• Expectations for student performance should be clear.
NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are:
• Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect)
• Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management)
• Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership)
• Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy)
• Invention (for example, but not limited to: creativity, innovation, integration of ideas)
TECHNOLOGY LITERACY
CDE 21st Century Skills Wordle
http://wordle.net
What Students Need to Know
Assessments – Why?• Inform the teacher:
– How students performed – to assign a grade
– What needs re-teaching
Assessments…Also• Provide students with information about
their performance that can promote their learning
• Motivate students to study or apply themselves because they know they are to be evaluated.
• Provide teachers with data to evaluate the effectiveness of their instruction
Assess What? -Product• Traditional Assessments:
– Content Knowledge– Organization– Presentation
Summarizes what has been learned.
What about the Process?
• Research process– Information Literacy Skills– Use of Tools
• “The Three C’s” of 21st Century Learning– Collaboration– Communication– Creative Problem Solving
21st Century Skills• Invention• Technology Literacy• Collaboration• Information Literacy• Self Direction• Critical Thinking & Reasoning
Inquiry Elements• Explore• Question• Investigate
• Explain• Connect• Communicate• Evaluate
Inquiry & 21st Century Skills
• Explore• Question• Investigate• Explain• Connect• Communicate• Evaluate
• Information Literacy• Technology Literacy• Critical Thinking &
Reasoning• Collaboration• Self Direction
ISTE NETS• Creativity & Innovation• Communication & Collaboration• Research & Information Fluency• Critical Thinking, Problem Solving
& Decision Making• Digital Citizenship• Technology Operations & Concepts
How can we assess the skills?
Formative Assessment• Good assessment starts with a
clear purpose• inFORMS instruction (teacher)• inFORMS students – what they
know and don’t know or how to do
Components of Formative Assessment
Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Students have clear picture of learning targets
Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/
Students received feedback
Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/
Students Engaged in Self-Assessment
Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Provide understanding of specific steps students can take
to improve
Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Strategies to Involve Students in Formative
Assessment • Provide a clear and understandable vision of
target• Use examples of strong & weak work• Offer regular descriptive feedback
• Teach students to self-assess and set goals• Design lessons to focus on one aspect of
quality at a time• Teach students focused revision• Engage students in self-reflection
Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Formative Assessment:Examples
• Think-Pair-Share Activity• Student Summarizes Information• Interview students/conferencing• Research journal• Observation checklist• Student checklist• Concept Mapping• Rubrics
21st Century Assessments• Supports a balance of assessments• Emphasizes useful feedback on student
performance• Requires a balance of formative and
summative assessments that measure student mastery of 21st century skills
Partnership for 21st Century Skills
Black & Wiliam, 1998 Research Findings
• Comments have a strong impact on learning, stronger than comments & grades or only grades
• Quality of feedback is crucial to learning• Setting process goals is more effective than
setting product goals• “Assessment Conversations” are effective• Formative feedback is associated with more
positive attitudes towards learning
Rubrics: What Should Be Assessed?
• Standards & Benchmarks– What do you want students to know
and be able to do?– What will you be teaching
specifically?– Ask yourself: “How will I know that
they know?” …What does success look like?
Example: Information Literacy Skill
• Researches and Evaluates Information – Uses a variety of appropriate tools to
record notes and store information
Information Literacy Skill
• Researches and Evaluates Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
Skill to Rubric• What criteria will you highlight?• What should I look for?
– The descriptors of degrees of quality in meeting the criteria
• Answer this: What does success look like?
• Quantitative? Or Qualitative?
Information Literacy Skill• Researches and Evaluates
Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
QualitativeQuantitative
Information Literacy Skill• Researches and Evaluates
Information – Middle School: Uses a variety of
appropriate tools to record notes and store information
QualitativeQuantitative
Information Literacy Skill
Skill/Criteria
In Progress
Proficient Advanced
Uses tools
What makes the tool appropriate? What are the variety of tools they might choose from?
Does quality or quantity equal success?
Records Notes
Quality: What do quality notes look like?
Quantity: Is quantity more important than quality?
Stores Information
What were students taught? Is this an either they did it or they didn’t do it thing? How can you best measure success?
Creating a Rubric
In Progress
Partially Proficient
Proficient Advanced
•Little or no evidence student meets the benchmark
•Partially meets the standard/ benchmark
•Meets the standard/ benchmark
•Exceeds the standard/ benchmark
Exercise• 4 Groups• Each group will work on
developing the rubric for two different 21st century skills criteria
• Post to your wiki page• Share back after lunch!
More Examples of Formative Assessments• Checklists
– PBL Checklists• Rubrics
– 8th Grade Technology Assessment “Rubric for Any Research Project”
– High School Rubric (Joyce Valenza)– Rubistar
• -Self Evaluation- reflection
Types of Process Assessment
• Portfolios help students to:• determine meaningful work. • reflect on their strengths and needs. • set learning goals. • see their own progress over time. • think about ideas presented in their work. • see the effort they put forth. • feel ownership and pride in their work. • realize their work has personal relevance.
http://www.phschool.com/professional_development/assessment/portfolio_based_assess.html
Digital Portfolios: Examples
• General Layout using a Wiki• A Middle School Student-Led Confe
rence with Portfolio Evidence• VoiceThread as ePortfolio
for Student-Led conference• 21st Century Skills
Intel’s Assessment SiteIntel’s Assessment Site •Tour
•Set up Account•Build assessment plans
Designing Assessment• When will you assess?• Backwards Design:
1. What do you want students to know and be able to do (Standards)– Knowledge/Skills - Objectives
2. How will you know they know it/can do it?3. Learning Activities4. Big idea/essential question
Work Time• Backwards Design Exercise• Build your assessment tools• Two Choices:
– For ½ credit for this class, fill out this one-page exercise
– For extended credit, (log your hours) complete an assessment timeline• If you also took D-Quadrant Learning –
this can be included with your unit plan
Recap• Assessing the process is critical• Assessments are diagnostic• Use the information to inform your
teaching• Assess what matters – what you
want students to know and be able to do
TechLearning: http://www.techlearning.com/showArticle.php?articleID=193700630
Assessment For LearningAssessment For Learning
