Common Misconceptions about Assessment

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Common Misconceptions about Assessment

• Its what happens AFTER the process of design and
  implementation
• In education, its equivalent to giving TESTS
• These all involve SUMMATIVE assessments. They are
  important, but they are not enough.

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Our ApproachAssessments Designed to Improve
Learning

• Begin with a vision of what we want to accomplish
• Monitor progress toward achieving that vision
  (need assessable curriculum)
• Encourage revision when progress is off track
• Seems intuitively obvious--but often absent in
  educational settings (hence potentially great
  programs look weak)
• Key Merge learning theory (NAS, 1999) technology
  and Wisdom of practice -----gt

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Merging Three Areas
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A Not-Atypical Classroom

• Probable Organization
  Lesson 1, 2, 3, 4, 5, TEST

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Constructivist accounts reveal the need for
formative assessment
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Fishs Image of Birds
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Image of Cows
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Image of People
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More on Fish is Fish

• Need to make thinking visible(often absent in
  classes)
• Some ways of assessing better than others
• What are the 3 features I mentioned about cows?
  (horns, udders, chew grass)
• Whats your interpretation of what you heard? How
  does it connect to your life?
• Example Students interpretations of expertise
  in a course on How People Learn(Brophy, Williams
  as co-investigators)
• Thought papers revealed 2 important assumptions

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Different Ways of Providing Feedback Affect
Revisions

• Work by Xiaodong Lin, Anastasia Elder and
  colleagues
• Compared Rubrics for writing good history
  essays versus Rubrics plus Contrasting Cases

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Quality of Stories
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A Simple Use of Technology and its Ripple Effects
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Not just taking notes Test mettle, see what
others think, too
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Collaborations Within and Beyond the Classroom
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Eliminate Boredom?
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Make more flexible and ubiquitousPalms wireless
like Netschools

• Brian assessing the quality of breakfast

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Hands on Environments also Need Formative
Assessment
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Bringing an Assessment Perspective to the
Learning Experience

• Tony Petrosinos work on defining learning goals
  and monitoring progress through student reports
  of experiments
• Many potential roles for technologies in the form
  of teacher tools student tools for recording and
  sharing data portfolios, etc.

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Visions of Possibilities

• Reading fluency
• Writing ability
• Complex problem solving (IMMEX Simulations)
• Diagnoser programs in physics, math
• Group Interactions
• Self assessment in order to instruct a teachable
  agent
• The concept of dynamic rather than static
  assessment--and why its important
• COME SEE ALL THESE AND MORE!

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Another Major Issue Systemic Alignment
Assessment
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What is Involved in Accessing the Impact of
Technology on a School or District?

• Defining some key targets and monitoring progress
  (e.g., reading by grade 3 developing number
  sense understanding fractions, etc.)
• Providing the professional development support
  necessary for successful implementation
• Designing appropriate measures (new views of
  transfer suggest new possibilities---they help
  define the nature of good tests)

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Overview of the Assessment Sessions

• An integration of information about learning ,
  teaching and assessment that makes potentially
  great tools successful
• An exciting suite of tools for formative
  assessment that makes thinking visible and
  revision easier
• A exploration of design principles for assessing
  the value-added of technology- enhanced
  interventions
• Dont miss this event!

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Assessments of Reading Fluency Over Time
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Electronic Score Sheet
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Submitting via web form
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Assessment of Essay
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IMMEX for Monitoring Problem Solving

• Ron Stevens IMMEX System at UCLA
• Simulations environment for posing problems and
  providing resources
• Provides trace of process

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Search Maps
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Minstrell, Hunt and colleagues work on the
Diagnoser Program
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Billy Bashinall needs help
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Capturing Collaboration
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Theories of Transfer and What Makes a Good Test?
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More Analogs to Fish is Fish
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Checking Resources
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A Reminder Issue of what is assessed

• Memory versus understanding (latter helps teacher
  learn along with the students (e.g., chapter on
  expertise in HPL course)
• Multiple choice vs. generative format (e.g.,
  cannot assess ability to write, give a speech,
  define and solve complex problems, etc. through
  multiple choice tests)
• Different types of assessment affect revision
• New technologies go well beyond multiple choice
  ----gt