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From Assessment “Of” Learning, To …Assessment “For And While” Learning. Steve Joordens, Director Advance Learning T echnology L ab University of T oronto at S carborough. Heaven … As Described By Michael Fullan (And Others). - PowerPoint PPT Presentation
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From Assessment “Of” Learning, To …Assessment “For And While” LearningSteve Joordens, DirectorAdvance Learning Technology LabUniversity of Toronto at Scarborough
Heaven … As Described By Michael Fullan (And Others)
1. It’s not about the knowledge, it’s about knowing what to do with it. Critical Thinking, Creativity, Communication,
Collaboration, Character Education, Citizenship, Caring – metaCognitive
2. Technology has clear negatives, but it also has the potential to positively enact educational change … if properly designed (i.e., pedagogically based, easy to use, effective)
3. Students are bored and fail to see the relevance of a traditional curriculum and the assignments associated with it … we badly need to find ways to engage them!
4. Teachers are bored and need ways to model creativity and excitement over learning
Critical ThinkingAnalyze, Compare, Evaluate,
Question, Differentiate, Categorize
Creative ThinkingBuild, Modify, Solve, Improve
Communication(Expressive / Receptive)
Structure, Clarity, Efficiency, Impact
CollaborationSocial Interactions, Cooperation,
Respect
MetaCognitionSelf-Analysis, Identification of
Weakness, Strategies for Change
Learning Objectives
SKILLS VS. KNOWLEDGE
Advanced Learning Technologies Lab
The minds of our students are never more engaged than they are when we asses them
Engagement is the front door to learning
1. Purpose Built: Based on what we know (from research) works … evidence based
2. Research Honed: Specifics, efficacy and best practices informed by application-specific research
3. Direct ties to Learning Outcomes / 21st Century Skills / 6 or 7 Cs
4. Assessment of these “transferable 21st Century skills”
A multivitamin of learning objectives
peerScholar can exercise AND ASSESS any learning objective, and everytime it is used it exercises a number of our most important learning objectives
The Basic Process
Create Assess Reflect/Revise
Critical ThoughtCreative ThoughtCommunicationCollaborationCaringmetaCognition
?CommunicationCritical ThoughtCreative ThoughtmetaCognition
AMPLIFY !
PURPOSE BUILT RESEARCH EVOLVED
Built for education, not re-purposed for education
Based on previous work showing the pedagogical power of:
peer-assessmentself-assessment formative assessment
Specific instantiation and best practices based on direct research assessing satisfaction and effectiveness
Climbing The Stairway …1. It’s not about the knowledge, it’s about knowing what to
do with it. Critical Thinking, Creativity, Communication,
Collaboration, Character Education, Citizenship, Caring – metaCognitive
2. Technology has clear negatives, but it also has the potential to positively enact educational change … if properly designed (i.e., pedagogically based, easy to use, effective)
3. Students are bored and fail to see the relevance of a traditional curriculum and the assignments associated with it … we badly need to find ways to engage them!
4. Teachers are bored and need ways to model creativity and excitement over learning
Engage !
Motivate !
Assess !
Steve
Sue7
96 - 6 = 0
7 - 9 = -2
9 - 6 = 3
8 - 9 = -1
4 - 9 = -5
(2 + 0 + 0 + 1 + 3 + 5)/6
= 1.83
Critical ThinkingMAD score = (∑ (|si- Ẋp|))/N
7 - 9 = -2
3 - 3 = 0
Sue
9
6
6 - 9 = -3
Meta CognitionmC score = [SAs (prePA) – As]/ [SAs (postPA) – As]
Sue
7
6
7 - 9 = -1
Pre PA Post PA
Taking Learning Outcomes To The Gym
Google: Joordens HEQCO
