Alt assesshistory tah summer 2010

Alternative Assessment Brad Davey [email_address]

Key Assessment Questions ,[object Object],[object Object],[object Object]

What is alternative assessment? ,[object Object],[object Object]

If anything concerns me, it's the oversimplification of something as complex as assessment. My fear is that learning is becoming standardized. Learning is idiosyncratic. Learning and teaching is messy stuff. It doesn't fit into bubbles. Michele Forman, 2001 Teacher of the Year, quoted by the Associated Press

FIRST identify the key concepts

Identify Key Concepts ,[object Object],[object Object],[object Object]

How can students show what they know? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Products ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Central Question/Problem ,[object Object],1 2 3 4 Identifies a relevant issue or sub-problem in the scenario States a central question or problem in the scenario States a clear and accurate central question or problem with reasons for its importance Gives other possible questions or problems and tells why this is the central question or problem

Position/Decision ,[object Object],1 2 3 4 Focuses on the central issue in the scenario Answers the question or addresses the problem Explains why this decision is better than other possible choices Describes the process of making the decision

Supporting Argument ,[object Object],1 2 3 4 Explains the decision with reasons Provides two or more logical reasons Provides two or more reasons that, taken together, logically lead to the position Provides at least one counter-reason to the position

Evidence/Sources ,[object Object],1 2 3 4 Gives sources to explain the decision Gives two or more reliable (good) sources Gives sources to support the main parts of the argument Gives sources that do not support the decision and tells why they were not accepted

Audience ,[object Object],1 2 3 4 Uses vocabulary that can be understood by the audience Gives the question, decision, argument and evidence with sources Explains why the ideas should be important to this audience Uses a story, or other “hook” to get the audience interested

Reflection ,[object Object],1 2 3 4 Gives timeline of problem solving activities Describes problems or challenges the group had Identifies important “ah-has” for the group and explains how they happened Describes what could have been better and lessons learned

Using the Rubric ,[object Object],[object Object],[object Object],[object Object],back

How would you expect product rubric ratings to change from the 1 st PBL to the 4 th or 5 th PBL in the year? back

Online Rubric Tool ,[object Object]

Concept Mapping as an Assessment Tool ,[object Object],[object Object],[object Object],[object Object],[object Object]

Concept Map Scoring - Concepts ,[object Object],[object Object],[object Object],[object Object]

Concept Map Scoring - Links ,[object Object],[object Object],[object Object],[object Object]

Concept Map Scoring - Arrangement ,[object Object],[object Object],[object Object]

What differences would you expect in pre/post concept maps?

http://scied.unl.edu/pages/preser/sec/articles/conceptmaps.html http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc7conc.htm http://fie.engrng.pitt.edu/fie2004/papers/1167.pdf http://www.learnnc.org/lp/pages/timesaver0407 http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

Concept Mapping Tools ,[object Object],[object Object],[object Object]

Wiki Knowledge-Building ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

http://pbwiki.com http://wikispaces.com back

Historical Thinking Questions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Chronological Thinking ,[object Object],[object Object],[object Object]

More Chronological Thinking ,[object Object],[object Object],[object Object]

Historical Comprehension ,[object Object],[object Object],[object Object]

More Historical Comprehension ,[object Object],[object Object]

Historical Analysis and Interpretation ,[object Object],[object Object],[object Object],[object Object]

More Historical Analysis and Interpretation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Historical Research Capabilities ,[object Object],[object Object],[object Object]

More Historical Research Capabilities ,[object Object],[object Object]

Historical Issues – Analysis and Decision-Making ,[object Object],[object Object],[object Object]

More Historical Issues – Analysis and Decision-Making ,[object Object],[object Object],[object Object]

Use historical thinking questions for group discussion and individual assessment ,[object Object],[object Object],[object Object],back

Reflection ,[object Object],[object Object],[object Object],[object Object]

It doesn’t have much narrative scope - it’s a picture book! It doesn’t have much narrative scope - it’s a picture book!

A brief tour ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Key ideas in alternative assessment ,[object Object],[object Object],[object Object],[object Object]

Alt assesshistory tah summer 2010

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (18)

Similaire à Alt assesshistory tah summer 2010

Similaire à Alt assesshistory tah summer 2010 (20)

Plus de Bradford Davey

Plus de Bradford Davey (6)

Alt assesshistory tah summer 2010