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Assessing 21st Century Skills

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Nancy White
Nancy White

Presentation for Academy District 20 Summer Institute Workshop, June, 2010.

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Formative Assessments for 21st Century Skills Nancy White, 21st Century Learning & Innovation Specialist Academy School District 20 nancy.white@asd20.org
Objectives ,[object Object]
Why & what do we assess?
21stCentury Assessment Strategies
Assessment Tools – Free & Online
Workshop Time: Build Your Own Assessment Tools and/or unit,[object Object]
Characteristics of Good Assessment The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases. The test items should represent the full range of knowledge and skills that are the primary targets of instruction. Expectations for student performance should be clear. NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are: • Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect) • Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management) • Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership) • Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy) • Invention (for example, but not limited to: creativity, innovation, integration of ideas) Technology Literacy
CDE 21st Century Skills Wordle http://wordle.net
What Students Need to Know
Assessments – Why? Inform the teacher: How students performed – to assign a grade What needs re-teaching
Assessments…Also Provide students with information about their performance that can promote their learning Motivate students to study or apply themselves because they know they are to be evaluated. Provide teachers with data to evaluate the effectiveness of their instruction
Assess What? -Product Traditional Assessments: Content Knowledge Organization Presentation Summative Assessment Summarizes what has been learned.
What about the Process? ,[object Object]
Information Literacy Skills
Use of Tools
“The Three C’s” of 21st Century Learning
Collaboration
Communication
Creative Problem Solving,[object Object]
Inquiry Elements Explore Question Investigate Explain Connect Communicate Evaluate
Inquiry & 21st Century Skills ,[object Object]
Question
Investigate
Explain
Connect
Communicate
EvaluateInformation Literacy Technology Literacy Critical Thinking & Reasoning Collaboration Self Direction
ISTE NETS Creativity & Innovation Communication & Collaboration Research & Information Fluency Critical Thinking, Problem Solving & Decision Making Digital Citizenship Technology Operations & Concepts
How can we assess the skills?
Formative Assessment Good assessment starts with a clear purpose inFORMS instruction (teacher) inFORMS students – what they know and don’t know or how to do
Components of Formative Assessment Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Students have clear picture of learning targets Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/
Students received feedback Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/
Students Engaged in Self-Assessment Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Provide understanding of specific steps students can take to improve Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Strategies to Involve Students in Formative Assessment Provide a clear and understandable vision of target Use examples of strong & weak work Offer regular descriptive feedback Teach students to self-assess and set goals Design lessons to focus on one aspect of quality at a time Teach students focused revision Engage students in self-reflection Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Formative Assessment:Examples Think-Pair-Share Activity Student Summarizes Information Interview students/conferencing Research journal Observation checklist Student checklist Concept Mapping Rubrics
21st Century Assessments Supports a balance of assessments Emphasizes useful feedback on student performance Requires a balance of formative and summative assessments that measure student mastery of 21st century skills Partnership for 21st Century Skills
Black & Wiliam, 1998 Research Findings ,[object Object]
Quality of feedback is crucial to learning
Setting process goals is more effective than setting product goals
“Assessment Conversations” are effective
Formative feedback is associated with more positive attitudes towards learning,[object Object]
Example: Information Literacy Skill Researches and Evaluates Information Uses a variety of appropriate tools to record notes and store information
Information Literacy Skill Researches and Evaluates Information Middle School: Uses a variety of appropriate tools to record notes and store information

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Assessing 21st Century Skills

  • 1. Formative Assessments for 21st Century Skills Nancy White, 21st Century Learning & Innovation Specialist Academy School District 20 nancy.white@asd20.org
  • 2.
  • 3. Why & what do we assess?
  • 5. Assessment Tools – Free & Online
  • 6.
  • 7. Characteristics of Good Assessment The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases. The test items should represent the full range of knowledge and skills that are the primary targets of instruction. Expectations for student performance should be clear. NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
  • 8. Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are: • Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect) • Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management) • Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership) • Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy) • Invention (for example, but not limited to: creativity, innovation, integration of ideas) Technology Literacy
  • 9. CDE 21st Century Skills Wordle http://wordle.net
  • 11. Assessments – Why? Inform the teacher: How students performed – to assign a grade What needs re-teaching
  • 12. Assessments…Also Provide students with information about their performance that can promote their learning Motivate students to study or apply themselves because they know they are to be evaluated. Provide teachers with data to evaluate the effectiveness of their instruction
  • 13. Assess What? -Product Traditional Assessments: Content Knowledge Organization Presentation Summative Assessment Summarizes what has been learned.
  • 14.
  • 17. “The Three C’s” of 21st Century Learning
  • 20.
  • 21. Inquiry Elements Explore Question Investigate Explain Connect Communicate Evaluate
  • 22.
  • 28. EvaluateInformation Literacy Technology Literacy Critical Thinking & Reasoning Collaboration Self Direction
  • 29. ISTE NETS Creativity & Innovation Communication & Collaboration Research & Information Fluency Critical Thinking, Problem Solving & Decision Making Digital Citizenship Technology Operations & Concepts
  • 30. How can we assess the skills?
  • 31. Formative Assessment Good assessment starts with a clear purpose inFORMS instruction (teacher) inFORMS students – what they know and don’t know or how to do
  • 32. Components of Formative Assessment Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
  • 33. Students have clear picture of learning targets Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/
  • 34. Students received feedback Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/
  • 35. Students Engaged in Self-Assessment Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
  • 36. Provide understanding of specific steps students can take to improve Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
  • 37. Strategies to Involve Students in Formative Assessment Provide a clear and understandable vision of target Use examples of strong & weak work Offer regular descriptive feedback Teach students to self-assess and set goals Design lessons to focus on one aspect of quality at a time Teach students focused revision Engage students in self-reflection Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
  • 38. Formative Assessment:Examples Think-Pair-Share Activity Student Summarizes Information Interview students/conferencing Research journal Observation checklist Student checklist Concept Mapping Rubrics
  • 39. 21st Century Assessments Supports a balance of assessments Emphasizes useful feedback on student performance Requires a balance of formative and summative assessments that measure student mastery of 21st century skills Partnership for 21st Century Skills
  • 40.
  • 41. Quality of feedback is crucial to learning
  • 42. Setting process goals is more effective than setting product goals
  • 44.
  • 45. Example: Information Literacy Skill Researches and Evaluates Information Uses a variety of appropriate tools to record notes and store information
  • 46. Information Literacy Skill Researches and Evaluates Information Middle School: Uses a variety of appropriate tools to record notes and store information
  • 47. Skill to Rubric What criteria will you highlight? What should I look for? The descriptors of degrees of quality in meeting the criteria Answer this: What does success look like? Quantitative? Or Qualitative?
  • 48.
  • 49. Middle School: Uses a variety of appropriate tools to recordnotes and storeinformationQualitative Quantitative
  • 50.
  • 51. Middle School:Uses a variety of appropriate toolstorecordnotesandstoreinformationQualitative Quantitative
  • 54. Exercise 4 Groups Each group will work on developing the rubric for two different 21st century skills criteria Post to your wiki page Share back after lunch!
  • 56. More Examples of Formative Assessments Checklists PBL Checklists Rubrics 8th Grade Technology Assessment “Rubric for Any Research Project” High School Rubric (Joyce Valenza) Rubistar -Self Evaluation- reflection
  • 57. Types of Process Assessment Portfolios help students to: determine meaningful work. reflect on their strengths and needs. set learning goals. see their own progress over time. think about ideas presented in their work. see the effort they put forth. feel ownership and pride in their work. realize their work has personal relevance. http://www.phschool.com/professional_development/assessment/portfolio_based_assess.html
  • 58.
  • 59. A Middle School Student-Led Conference with Portfolio Evidence
  • 60. VoiceThread as ePortfolio for Student-Led conference
  • 61.
  • 63.
  • 64. Work Time Backwards Design Exercise Build your assessment tools Two Choices: For ½ credit for this class, fill out this one-page exercise For extended credit, (log your hours) complete an assessment timeline If you also took D-Quadrant Learning –this can be included with your unit plan
  • 65. Recap Assessing the process is critical Assessments are diagnostic Use the information to inform your teaching Assess what matters – what you want students to know and be able to do
  • 68. Questions? Nancy White nancy.white@asd20.org