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P E T E R F E LT E N A S K E D T H E S E Q U E S T I O N S :
Are we contributing in meaningful ways to our students’ learning and development?
How would we know?
How would our students know?
B A R B A R A W A LV O O R D D E F I N E S A S S E S S M E N T
“Assessment is the systematic collection of information about student learning…to inform decisions that affect student learning.”
Q U E S T I O N S :
How can we assess for learning?
How can we do assessment with students?
What are the students actually doing, thinking, understanding?
T H E L E A R N I N G R E C O R DC O N T E M P L A T I V E P R A C T I C E , S T U D E N T E VA L U A T I O N , P R O G R A M A S S E S S M E N T:
P E G S Y V E R S O N , P H . D . U n i v e r s i t y o f Te x a s a t A u s t i n
p e g s y v e r s o n @ g m a i l . c o m !
H O W D O W E A S S E S S T H I S ?
H E R E ?M U C H L E S S C O N T E M P L A T I V E P R A C T I C E
H O W C A N T H E Y B E FA I R LY A S S E S S E D ?
W H A T A B O U T T H E T E A C H E R S U S I N G M I N D F U L N E S S P R A C T I C E S :
W H AT I S A U T H E N T I C A S S E S S M E N T ?W H A T A B O U T P R O G R A M S A N D D E PA R T M E N T S :
T H E R E I S A M O D E L : A C T U A L LY
L O N D O N I N N E R C I T Y S C H O O L SM I D - 1 9 8 0 ’ S
D I M E N S I O N S O F L E A R N I N G
• Confidence and independence
• Knowledge and understanding
• Skills and strategies
• Use of prior and emerging experience
• Reflection
• Creativity, originality, imagination
T H A N K Y O U L E V V Y G O T S K Y !
T H E A R C H I T E C T U R E O F T H E L R
• Part A
• Part B
• Part C
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Part A: Background and aspiration
• Part B
• Part C
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Part A: Background and aspiration
• Beginning of the term
• A.1 Personal Reflections on your own development
• A.2 Aspirations and intentions for the course
T H E A R C H I T E C T U R E O F T H E L R
• Part A
• Part B
• Part C
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Observations
• Throughout the term: 2 per week
• Brief snapshots of learning moments
• Struggle
• Confusion
• Accomplishments
• Connections
• Anything related to learning
T H E A R C H I T E C T U R E O F T H E L R
• Observations
• Date of observation
• Context: class, reading, group work, everyday life
• Brief: two or three sentences
• Related: learning connected to course
S A M P L E S T U D E N T O B S E R VAT I O N
Date Observed: 9/19/13 Context: group Activity: Politics & Reality discussion Observation: One of the readings for this class advised to not let our emotions define ourselves. For instance, instead of thinking, “I am angry”, we should be thinking, “I am a person feeling anger”. This, to me, makes emotions like anger and sadness feel more temporary since it emphasizes the feeling of it, not the being of it.
T H E A R C H I T E C T U R E O F T H E L R
• Part A
• Part B
• Part C
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Samples of Work
• Selected from all work related to the course
• Representative of learning arc over the term
• Ground the Part B analysis
T H E A R C H I T E C T U R E O F T H E L R
• Part A
• Part B: Analysis of learning
• Part C
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Part B: Analysis of learning
• Midterm and final
• Framework:
• Dimensions of Learning
• Course objectives
• Evidence: observations and work samples
T H E A R C H I T E C T U R E O F T H E L R
• Part B: Analysis of learning
• Theoretically informed
• Aligned with course objectives
• Grounded in “naturally-occurring” evidence
• Personally meaningful
T H E A R C H I T E C T U R E O F T H E L R
• Part A
• Part B
• Part C: Evaluation
• Observations
• Samples of Work
T H E A R C H I T E C T U R E O F T H E L R
• Part C: Evaluation
• Midterm and final
• Reflection on aspiration, analysis, and evidence
• Course grade criteria
• Matching evidence and evaluation by criteria
• Grade estimate by student
• Grade response by teacher
T H E T I M E L I N E O F T H E L R
• Part A: Beginning of the course
• Part B: Midterm and Final
• Part C: Midterm and Final
• Observations: Throughout the course
• Samples of Work: Throughout the course
PA R T A PA R T B PA R T C O B S E R VAT I O N S W O R K S A M P L E S
T H E L R F O R T E A C H I N G E VA L U A T I O N :
D I M E N S I O N S O F L E A R N I N G
• Confidence and independence
• Knowledge and understanding
• Skills and strategies
• Use of prior and emerging experience
• Reflection
• Creativity, originality, imagination
…in teaching
PA R T A PA R T B PA R T C O B S E R VAT I O N S W O R K S A M P L E S
T H E L R F O R T E A C H I N G E VA L U A T I O N :
T H E L R F O R P R O G R A M S A N D D E PA R T M E N T S N O W I T G E T S I N T E R E S T I N G …
T H E A R C H I T E C T U R E O F T H E L R F O R D E PA R T M E N T S A N D P R O G R A M S
• Part A: Our shared history and vision for the program
• Part B: Analysis, dimensions of learning, evidence
• Part C: Evaluation by stakeholders, based on shared criteria
• Observations: From all stakeholders
• Samples of Work: Teacher LRs, student LRs, program products, courses, strategic plans, syllabi
T H E A R C H I T E C T U R E O F T H E L R
• Is consistent for students, teachers, and programs
• Supports longitudinal studies of teachers and programs
• Informs professional development and program improvement
• Creates communities of practice for teaching and learning
• Moderation readings: open, public, collaborative
• Shared language and concepts
• Mutual support and connection
• Adaptive course correction
• Natural evolution of best practices
P E T E R F E LT E N S U G G E S T E D W E D O T H I S :
As we gather, analyze, act [on assessment data] ask, is it:
• linked to purpose and question?
• grounded in context?
• conducted with appropriate methods?
• done with students?
T H E L E A R N I N G R E C O R D
Yes, we can have assessment that we can value and cherish, assessment that is
• Developmental, rather than deficit-based
• Humane
• Meaningful
• Mindful
• Responsible
• Connected
• Caring
W E C A N P R O V I D E P R O F O U N D , M E A N I N G F U L A S S E S S M E N T T H AT A C C O U N T S F O R C O N T E M P L AT I V E P R A C T I C E I N S T U D E N T S , C L A S S E S , T E A C H E R S , A N D P R O G R A M S . L E T ’ S D O I T.
T H A N K Y O U !P E G S Y V E R S O N , P H . D .
W W W. L E A R N I N G R E C O R D . O R G
p e g s y v e r s o n @ g m a i l . c o m
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