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Part of intro to OAME LEADERSHIP Fall 2011 (draft of ideas)
Chris Suurtamm & Connie Quadrini
New assessment ideas
Revolution or evolution?
Research and thinking inform new practices
Moving from a 20th century thinking and research to a 21st century view that recognizes new thinking and research about learning and the purposes of assessment
20th Century Paradigm
•Behaviorist Learning Theories
•Test-teach-test
•Knowledge as bits
•Intelligence as innate, unitary, and fixed
PsychologyEducation Measureme
nt
•Schools as
factories
•Educational
objectives = jobs
•Achievement is the accumulation of bits of knowledge
•Objective tests to measure achievement
Adapted from Shepard (2000)
Emergent Paradigm
•Intellect is socially and culturally developed
•Learners construct knowledge and understanding
•New learning shaped by prior knowledge
Cognitive and Constructivist Learning Theories
Reformed Vision of Curriculum
Assessment
•All students can
learn
•Encourage critical
thinking & problem
solving
•Fostering habits of
mind
•A process rather than an event
•Students active in evaluation process
•Provides feedback for both teaching and learning
Adapted from Shepard (2000)
Some basic premises
All students can learn All students need opportunities to show what they
know and can do Learning is complex
Assessing learning is equally complex Assessment can inform learning
Assessment is ongoing and embedded in instruction
These views appear in many places: Principles for Fair Student Assessment
Practices for Education in Canada(1993)
NCTM Assessment Standards (1995) The Student Evaluation Standards:
How to Improve Evaluations of Students(2003)
Curriculum documents, etc.
NCTM Assessment standards
Shifts in mathematics assessmenttowards
Ontario policy statements
What does this mean to
you?
“The purpose of assessment is to improve student
learning.”
Ontario Ministry of Education
Growing success
List of principles from beginning of document
But where else is there evidence of the evolution of these ideas?
What do these ideas look like?
Discuss with your table partners how you have seen the evolution of assessment ideas in your own context: In classrooms In professional development
Facing dilemmas in practice
Discussion of a 2 – 3 dilemma scenarios of teachers/leaders at different places in their understanding/use of assessment
(perhaps have 1 connected to alignment, another to formative, another to summative)
Moving forward
Connie introduces why we’re using the PRIME framework (this will connect to the dilemmas as well as some of the important ideas in the previous messages)
Introduction of NCSM’s PRIME Leadership Framework Background Overview, including: Cycle of Action and
Leading (page 7), including stages of leadership development
Assessment Leadership
Principle 4 Leadership Actions:
matching activity OR leader profile and ID Assessment leadership actions (examples from PRIME Leadership book study)
Self and Group Assessment
PRIME Assessment: leadership actions self-assessment for where am I? clicker / sticker dots for where are we as a
collective? (keep in mind anonymity)
Mathematics Assessment Leadership Planning Cycle Sharing of thinking / progress
Participants pose clarifying / probing questions to support participant reflection of cycle