Presentation for Academy District 20 Summer Institute Workshop, June, 2010.

1. Formative Assessments for 21st Century Skills Nancy White, 21st Century Learning & Innovation Specialist Academy School District 20 nancy.white@asd20.org

3. Why & what do we assess?

4. 21stCentury Assessment Strategies

5. Assessment Tools – Free & Online

7. 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

8. 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

9. CDE 21st Century Skills Wordle http://wordle.net

10. What Students Need to Know

11. Assessments – Why? Inform the teacher: How students performed – to assign a grade What needs re-teaching

12. 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

13. Assess What? -Product Traditional Assessments: Content Knowledge Organization Presentation Summative Assessment Summarizes what has been learned.

15. Information Literacy Skills

16. Use of Tools

17. “The Three C’s” of 21st Century Learning

18. Collaboration

19. Communication

21. Inquiry Elements Explore Question Investigate Explain Connect Communicate Evaluate

23. Question

24. Investigate

25. Explain

26. Connect

27. Communicate

28. EvaluateInformation Literacy Technology Literacy Critical Thinking & Reasoning Collaboration Self Direction

29. ISTE NETS Creativity & Innovation Communication & Collaboration Research & Information Fluency Critical Thinking, Problem Solving & Decision Making Digital Citizenship Technology Operations & Concepts

30. How can we assess the skills?

31. 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

32. Components of Formative Assessment Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.

33. Students have clear picture of learning targets Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/

34. Students received feedback Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/

35. Students Engaged in Self-Assessment Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>

36. Provide understanding of specific steps students can take to improve Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>

37. 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.

38. Formative Assessment:Examples Think-Pair-Share Activity Student Summarizes Information Interview students/conferencing Research journal Observation checklist Student checklist Concept Mapping Rubrics

39. 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

41. Quality of feedback is crucial to learning

42. Setting process goals is more effective than setting product goals

43. “Assessment Conversations” are effective

45. Example: Information Literacy Skill Researches and Evaluates Information Uses a variety of appropriate tools to record notes and store information

46. Information Literacy Skill Researches and Evaluates Information Middle School: Uses a variety of appropriate tools to record notes and store information

47. 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?

49. Middle School: Uses a variety of appropriate tools to recordnotes and storeinformationQualitative Quantitative

51. Middle School:Uses a variety of appropriate toolstorecordnotesandstoreinformationQualitative Quantitative

52. Information Literacy Skill

53. Creating a Rubric

54. 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!

55. Lunch!

56. 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

57. 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

59. A Middle School Student-Led Conference with Portfolio Evidence

60. VoiceThread as ePortfolio for Student-Led conference

62. Set up Account

64. 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

65. 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

66. TechLearning: http://www.techlearning.com/showArticle.php?articleID=193700630

67. Assessment For Learning

68. Questions? Nancy White nancy.white@asd20.org