DML2012 - ECDemocratized
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In this presentation we cover the high-level theory behind our idea to democratize assessment as presented at the Digital Media and Learning 2012 conference.
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DML2012 - ECDemocratized
- 1. A DESIGN TO CHANGE ASSESSMENT: EVIDENCE CENTERED DESIGN & DEMOCRATIZING LEARNING Adam Ingram-Goble, Ben Shapiro, Ben Stokes, Yoon Jeon Kim, and Peter Wardrip adamaig@gmail.com www.ecdemocratized.com DML 2012
- 2. THE CURRENT STATE OF ASSESSMENT: EFFECTS OF NO CHILD LEFT BEHIND • Positives • Increased use of rubrics makes assessment more open • Increasing content alignment at both local and national levels • Disaggregation of data
- 3. THE CURRENT STATE OF ASSESSMENT: EFFECTS OF NO CHILD LEFT BEHIND • Positives • Increased use of rubrics makes assessment more open • Increasing content alignment at both local and national levels • Disaggregation of data • Negatives • Increased stress on everyone: School Admins, Teachers, and Students • Some Admins game the system by reclassifying students, encouraging them to skip school on test days, etc. • Some students drop out rather than confront the expected failure, or participate in something they don’t see the value of
- 7. INNOVATIVE COMBINATION Democratizing Evidence Centered Learning Design In Combination, We hope... • Students gain control in their learning • Assessment becomes openly accessible to both the Assessed and the Assessor(s) • Shifts debate on assessment to include creating value for the learner
- 8. DEMOCRATIZING LEARNING Learning Democracy Environment Design Agency to say what Participatory & matters Social Addresses power Shared Access relations Runs on Advocacy & Self-directed Negotiation
- 9. EVIDENCE CENTERED DESIGN: THE TWO-MINUTE PRIMER !
- 10. ECD MODEL COMPONENTS WE USE Task Model Competency Model What are students asked to do? The set of knowledge, skills, or abilities used for inferences Evidence Model What behaviors reveal competency? What is the mathematical connection between behaviors and competency?
- 11. ECD MODEL COMPONENTS WE USE Task Model Competency Model What are students asked to do? The set of knowledge, skills, or abilities used for inferences Rubric Evidence Model What behaviors reveal competency? What is the mathematical connection between behaviors and competency?
- 12. RUBE GOLDBERG EXAMPLE • Task Model • Build a Rube Goldberg machine • Competency Model • Understanding of physics and systems • Rubric: Systems Thinking Skills Novice Apprentice ... Master Consistently identifies Identifies some discrete Inconsistently identifies discrete elements and their Dynamic Thinking elements and ... dynamic interconnections relationships and behaviors relationships in systems Consistently understands Inconsistently shows Inconsistently identifies Closed-Loop loops and employs leverage understanding of leverage points of change ... Thinking points of change within feedback loops in systems systems
- 13. iPad 7:11 PM ECDemocratized Username Password Login
- 14. iPad 7:11 PM Challenges + Profile Logout The Rube Goldberg Machine The Boston Tea Party Adam Ingram-Goble (@adamaig) About Me I’m interested in building software that changes classroom practice, and makes learning fun. Recent Accomplishments Systematically Discrete Received 10 agreements with initial assessments of dynamic thinking evidence. I’ve got something to say! Provided feedback on 30 evidence submissions of other groups. Find 20 examples of something beautiful in my That? Oh, that’s art. neighborhood.
- 15. iPad 7:11 PM The Rube Goldberg Machine: The Challenge Edit Overview You are challenged to create a "mousetrap car" that can be entered into a classroom contest. The spring of a mousetrap can store a considerable amount of potential energy when it is pulled back and its tension is increased. When released, this energy can be transformed into the kinetic energy of movement, making the mousetrap the perfect "motor" for a homemade car. (Show More) Resources Requirements Rubric (Choose at least 2 skills) Dynamic Thinking The ability to identify discrete elements within a system, understanding of the behaviors and characteristics of elements within a system, including multiple dynamic interconnections affecting an outcome Closed-Loop Thin... Understanding of feedback dynamics (i.e., reinforcing and balancing feedback loops): ability to specify types of causal relationships within a system. The ability to show that reinforcing and balancing feedback loops inform and can continually modify the workings of a system...(more) Homological Und... Able to transfer systems understanding from one system to another. The Challenge Kickstart Evidence Finalize
- 16. iPad 7:11 PM Project Evidence Library + The Rube Goldberg Machine: Collect New Evidence Publish it! Working Pulley! ... Lvl 2 - Dynamic Thinking Feb. 29th Bad Lever. Too m.. Lvl 2 - Dynamic Thinking Mar. 1st Gravity is powerf... Lvl 3 - Newtonian Mar. 2nd Describe the evidence. This is evidence of ... + Unspecified Updated 20 minutes ago The Challenge Kickstart Evidence Finalize
- 17. iPad 7:11 PM Challenges + Profile Logout The Rube Goldberg Machine The Boston Tea Party Adam Ingram-Goble (@adamaig) About Me I’m interested in building software that changes classroom practice, and makes learning fun. Recent Accomplishments Systematically Discrete Received 10 agreements with initial assessments of dynamic thinking evidence. I’ve got something to say! Provided feedback on 30 evidence submissions of other groups. Find 20 examples of something inspiring in my That? Oh, that’s art. neighborhood.
- 18. THIS IS JUST THE BEGINNING • Underlying design principles of ECDemocratized Assessment • An illustrative case of our idea • A few other things we are thinking about: • Game play mechanics around evidence collection and sharing • How would this integrate with other data sources? • How does yours differ?
Notes de l'éditeur
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- Lets start by identifying one part of the problem we are responding to: the issues raised by No Child Left Behind and the dominant Assessment discourse of the country.\n\n[Overview slide]\n\nSo, everything in the approach just described seems to be structured in a top-down way that, rather than "doing for" the student, "does to" the student. We see this as indicative of a few problems.\n
- Lets start by identifying one part of the problem we are responding to: the issues raised by No Child Left Behind and the dominant Assessment discourse of the country.\n\n[Overview slide]\n\nSo, everything in the approach just described seems to be structured in a top-down way that, rather than "doing for" the student, "does to" the student. We see this as indicative of a few problems.\n
- 1. Assessment tends to be separated both in time and style from learning. It can be a burden on teachers and students, and on the fly it can be hard to make it feel like it isn't personal judgement on the person being assessed. \n\n2. Assessment is something that feels very much like it is "done to" students rather than 'done for" them. It is part of the system's way of organizing resources, but the benefit of it is hard to realize for students, in part because assessment tends to be summative and the students have no role in shaping the assessments.\n\n3. Tied to these issues is the fact that assessment is treated as a separate system, dropping out of the sky for what might be unclear purposes other than to put a value on each student...and by proxy their school. So there is a missed opportunity to have them learn about assessment as a valuable practice practice itself.\n\n\n\n
- 1. Assessment tends to be separated both in time and style from learning. It can be a burden on teachers and students, and on the fly it can be hard to make it feel like it isn't personal judgement on the person being assessed. \n\n2. Assessment is something that feels very much like it is "done to" students rather than 'done for" them. It is part of the system's way of organizing resources, but the benefit of it is hard to realize for students, in part because assessment tends to be summative and the students have no role in shaping the assessments.\n\n3. Tied to these issues is the fact that assessment is treated as a separate system, dropping out of the sky for what might be unclear purposes other than to put a value on each student...and by proxy their school. So there is a missed opportunity to have them learn about assessment as a valuable practice practice itself.\n\n\n\n
- So our goal is to improve assessment by giving students a meaningful role in their own assessment, such that they come to understand assessment as a skill or tool that they can employ for their own benefit.\n\n\n\n
- Now that we’ve covered Evidence Centered Design, the second aspect of our work is on Democratizing learning.\n\nPrimarily this is about designing so that the participants in a learning environment--both students and teachers--have a sense of agency. To do this we make the learning environment\n\n- participatory and social, so people can create, share, and discover what others have done, comment and provide feedback\n\n- openly accessible so that everyone can question and critique the practice\n\n- self-directed, so that there are designed supports for individual interests and goal pursuit\n\n-----------------------\n(1) As agency to say what matters to you: "ECDemocratized will give students some power to choose the learning goals themselves. ... it "changes the power relation between students and the assessment product. Students will learn that they can gain power over their learning by understanding some of the mechanisms of assessment." "...students benefit from a sense of agency and control in their learning"\n...of course, i personally think this can be sub-divided into (a) agency over the learning GOALS, versus (b) agency over the ability to say what counts as EVIDENCE, versus (c) agency to say which evidence will be COUNTED.  which relates to the next one...\n\n(2) as accountability.  Changes the power relation between student and their teacher/school.\n\n(3) as Life-long Empowerment as a 21st century skill: since some people define democracy as empowerment (which is about longer term capacity, not the short-term shift in power).  as a skill, being able to understand assessment, and make around evidence vital for lifelong learning.  "...equity in education, students must engage in critical learning, which means going beyond understanding of how to produce meanings in that domain"\n\nADDITIONALLY... for my own part, i define democracy as "the power of the things that matter in your life."  from this perspective, i might add some traditionally civic skills:\n\n(4) democracy = advocacy, and with ECDemocratized students learn to argue for what they care about\n\n(5) democracy = negotiation.  this applies to our neighbors, in our workplaces, etc.  and ECDemocratized is a structure for negotiating with your teacher. (or could be)\n\n...and of course some people use democracy as short-hand for anything "good" from learning to doing community service to voting (though i disagree -- all these are symptoms to me... i think it has to be about power in a collective society)\n
- The original Evidence Centered Design idea uses a mathematical model that looks like this. Internally it is a collection of Bayesian nets and hierarchical models of how evidence, tasks, and students fit together. But we don’t think this is an approachable system for most teachers or students. However, it inspired us to think about how to make a system to support their direct use of the ECD idea.\n
- Any Evidence Centered Design has at its core a Competency Model that specifies the knowledge, skills, or abilities that will define the assessment. \n\nThe Competency model provides structure to the Evidence Model, so that designers can create a spectrum of low to high-competency and what evidence might look like.\n\nFinally, there is a task model that specifies the tasks or assignment that will lead to engagement with the competency model, resulting in evidence generation.\n\n
- Any Evidence Centered Design has at its core a Competency Model that specifies the knowledge, skills, or abilities that will define the assessment. \n\nThe Competency model provides structure to the Evidence Model, so that designers can create a spectrum of low to high-competency and what evidence might look like.\n\nFinally, there is a task model that specifies the tasks or assignment that will lead to engagement with the competency model, resulting in evidence generation.\n\n
- Any Evidence Centered Design has at its core a Competency Model that specifies the knowledge, skills, or abilities that will define the assessment. \n\nThe Competency model provides structure to the Evidence Model, so that designers can create a spectrum of low to high-competency and what evidence might look like.\n\nFinally, there is a task model that specifies the tasks or assignment that will lead to engagement with the competency model, resulting in evidence generation.\n\n
- Any Evidence Centered Design has at its core a Competency Model that specifies the knowledge, skills, or abilities that will define the assessment. \n\nThe Competency model provides structure to the Evidence Model, so that designers can create a spectrum of low to high-competency and what evidence might look like.\n\nFinally, there is a task model that specifies the tasks or assignment that will lead to engagement with the competency model, resulting in evidence generation.\n\n
- Any Evidence Centered Design has at its core a Competency Model that specifies the knowledge, skills, or abilities that will define the assessment. \n\nThe Competency model provides structure to the Evidence Model, so that designers can create a spectrum of low to high-competency and what evidence might look like.\n\nFinally, there is a task model that specifies the tasks or assignment that will lead to engagement with the competency model, resulting in evidence generation.\n\n
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