4 March 2010 (Thursday) | 15:30 - 17:40 | http://citers2010.cite.hku.hk/abstract/20 | Dr. Barbara MEANS | Center for Technology in Learning, SRI International
2. We don’t measure the qualities on which
our economic competitiveness depends
I’m calling on our nation’s governors and state
education chiefs to develop standards and
assessments that don’t simply measure whether
students can fill in a bubble on a test, but whether
they possess 21st century skills like problem-solving
and critical thinking and entrepreneurship and
creativity.
-- President Barack Obama, March 10, 2009
2
3. ICT and its increasing availability in schools
open up new options for assessment
More complex items/tasks
Different kinds of measures
- Interactions with simulations, visualizations,
tools, data sets, and agents
Embedding assessment within instruction
3
10. Some Terminology
Assessment Test
Formative Assessment
Summative Assessment
Reliability Validity
High-Stakes Assessment
10
11. Some Terminology
Assessment Test
Formative Assessment
Summative Assessment
Reliability Validity
High-Stakes Assessment
“Drop-in-from-the-Sky” Assessment
11
12. Assessments are important because they . . .
Express priorities for curriculum and
instruction
Provide a model of pedagogy that teachers
emulate
Stimulate curriculum developers to revise
instructional materials to match high-visibility
tests
Source: Binkley et al., January 2010, ATCS21 draft white paper
12
13. BUT high-stakes assessments can lead to . . .
Schools and teachers focusing on what is tested
rather than the full underlying standards or
learning goals
A one-time performance orientation and
transmission-style teaching to the test
Devoting considerable instructional time to test
preparation
Source: Binkley et al., January 2010, ATCS21 draft white paper
13
14. Important aspects of expertise are hard to
capture on multiple-choice tests
Inquiry and problem solving
Planning and self monitoring within
complex tasks
Collaboration
14
16. Lake Simulation Shell
Scenario
– A pristine lake in Costa Rica is slated for development and
will have a new visitor center. Students are to study basic
ecology of lake and make recommendations.
Driving Question
– What is the basic ecology of the lake?
– How can we use this knowledge
• to educate local citizens and international visitors,
• to inform the development of regulations aimed at sustaining the
lake‟s ecosystems.
Assessment Task Types
– Observe the organisms, identify their roles and
interrelationships, draw food web
– Conduct simulation-based investigations of impacts of varying
numbers of organisms
Source: Quellmalz & Pellegrino, 2009
16
17. Life Science Simulation
Students
– view animation to observe relationships among organisms
– draw food web illustrating those relationships.
17
19. Life Science Simulation
In the experiment that you just analyzed, the amount of alewife was set to 20 at the beginning.
Another student hypothesized that the result might be very different if she started with a larger
or smaller amount of alewife at the beginning.
Run three experiments to test that hypothesis. At the end of each experiment record your
data by taking pictures of the resulting graphs.
After three runs, you will be shown your results and asked if it makes any difference if the
beginning amount of alewife is larger or smaller than 20.
19
21. River City
Teaches concepts from biology, ecology and
epidemiology
Students work in teams of three, moving through the
city to run tests in response to the mayors‟ challenge
Teams keep online journals, analyze data, form
hypotheses, and write up their research in a report for
the mayor
Researchers developed measures of science concept
knowledge, science inquiry skills, and sense of efficacy
as a scientist based on student actions within the River
City environment
21
22. River City’s Log File Captures . . .
Where a student went
With whom the student communicated and what was
said
The artifacts the student activated
Databases the student used
Data that the student gathered using virtual scientific
instruments
Screenshots and notations the student entered in a
virtual notebook
Hints that the learner requested
Student learning measures were created from these data.
22
23. Pilot Interactive Learning Assessments from
the LIFE Center
Source: Svihla, Vye, Brown, Phillips, Gawel, & Bransford, 2009 23
24. Role-Based Virtual Internship
in Genetic Counseling:
Design-Based Research on Integrated Learning and Assessment Environment
Slide courtesy of the LIFE Center
Phase 1: Preparation
Students engage in self-directed.,
collaborative learning and research to
prepare themselves for the case.
Phase 2: Formative Assessment +
Feedback Students interact with a virtual
Mentor and other experts (e.g., their classroom
teacher) and as needed, to refine their ideas.
Phase 3: Performance / Phase 4: Reflection
Summative Assessment Students reflect on ways to improve
Students counsel their Virtual Clients and both their own learning and the
assessment design. 24
answer their questions.
25. Virtual Genetics Counselor Internship Prototype:
Students know the people in the simulation are not real
but can imagine they are real.
Teacher: What questions do you think the parents will ask?
Student: „Is my child going to have sickle cell or not?‟
Teacher: What is your answer to that question.
Student: „We don't know yet. We don't have enough
information.‟
Teacher: Okay, so picture this. I am these really worried,
potential parents. And you guys are these experts. And you are
telling me you don't know!
Student: Okay. „There is a low chance.‟
Teacher: Like, I am um, 'Low! What are you talking, five? Fifty?
Now I am starting to get worried.' You know what I am saying?
Slide courtesy of the LIFE Center
25
25
26. On Virtual Internship:
”It’s better cause you’re actually interacting
rather than just sitting and listening.”
On their Role:
“It sort of made us feel like we were part of what was going on, like…I don't know, like, like
the actual counselor who was there, we had to go and prepare things and doing quick
research and then putting it all together.”
On Linking School to Career:
“Before this I didn’t really even know
what Genetic Counseling was.”
On Collaboration:
“It puts things in perspective.
It’s almost like looking in
a mirror I guess. When you
talk versus when you read
a question in your head. Like when you say it out loud it makes more sense.”
Slide courtesy of the LIFE Center 26
27. The Challenge Ahead
We now have the capability to capture complex
skills in the course of assessments that are
actually engaging.
The main hurdle is abstracting measures that are
both valid and reliable from performance on
these tasks.
- We need evidence that performance on these embedded
assessments predicts what students will do in other contexts.
The secondary challenge is finding ways to
develop such assessments at much lower cost.
27
36. National & International Use of Technology
in Large-Scale Tests
2010 ??
2009 NAEP
Science
2009 PISA ICTs
(Reading)
2007 Minnesota
State Science Test
2006
PISA
(Science
Pilot)
Source: Jim Pellegrino
36
41. Q2: Should we be assessing
students’ technology skills?
If yes, which skills should we
assess?
41
42. Alternative Perspectives
Narrow v. broad
Technical v. cognitive skills
Discrete v. embedded v. 21st century skills
42
43. ISTE National Educational Technology
Standards for Students (NETS-S)
Creativity and innovation
Communication and collaboration
Research and information fluency
Critical thinking, problem solving, and
decision making
Digital citizenship
Technology operations and concepts
43
47. Comparison of Skill Sets
Skills Partnership Lisbon ISTE ETS PISA NAEP
for 21st Commission NETS iSkills Problem Problem
Century Solving Solving
Creativity/ Innovation X X X
Critical Thinking X X X
Problem Solving X X X X X X
Decision Making X X
Communication X X X X
Collaboration X X X
Information Literacy X X X X
Research & Inquiry X X
Media Literacy X
Digital Literacy X
Digital Citizenship X
ICT Operations & X X X X X
Concepts
Flexibility & X X
Adaptability
Initiative & Self X
Direction
Source: Kozma (2009) Productivity X
Leadership & X
Responsibility
Integrated with X X X
Academic 47
Subjects
48. Assessment & Teaching of 21st Century Skills (ATCS)
Cisco-Intel-Microsoft Project (draft working paper, Binkley et al., Jan. 2010)
Ways of Thinking
- Creativity & innovation
- Critical thinking, problem solving & decision making
- Learning to learn (metacognition)
Ways of Working
- Communication
- Collaboration
Tools for Working
- Information literacy
- ICT literacy
Living in the World
- Citizenship (local & global)
- Life & career
- Personal & social responsibility (including cultural
awareness & competence)
48
49. Assessment & Teaching of 21st Century Skills (ATCS)
Cisco-Intel-Microsoft Project (draft working papers)
“KSAVE Framework”
- Knowledge
- Skills
- Attitudes/Values/Ethics
10 X 3 = 30 things to assess (potentially for
each academic subject)
49
50. • Mission: A multi-stakeholder collaboration led by Cisco, Intel & Microsoft to help
transform teaching, learning and assessment of skills needed by students to succeed as citizens
and workers in 21st century.
• Objective: Understanding of specific skill areas
Three skill areas will be clearly defined in terms of what it means for students to grow and
develop in each of
• reasoning within problem solving
• participation in collaborative problem solving
• social networking using technology
Teacher understanding of the developmental approach to learning and assessment within
each of the three new skill definitions.
• Project is based on 3 phases:
Phase 1: Conceptual Phase: white papers (completed)
Phase 2: Construction Phase: Identify 21st century skills to construct assessment tasks
focus on Problem Solving: reasoning skills, collaboration skills, digital literacy and
social networking skills. In addition, teacher understanding of the developmental
approach to learning and assessment within each of the three new skill
definitions. (in progress)
51. Knowledge Building
Do students move beyond reproducing information to building knowledge,
and is that knowledge cross-disciplinary?
Collaboration
Do students collaborate with other people and create interdependent work
products?
Use of Technology for Learning
Do students use ICT in ways that support knowledge building, and do and
learn things that could not be done without ICT?
Problem Solving & Innovation
Do students solve problems and implement their solutions in the real world?
Self-Regulation
Does the learning activity have multiple stages, and call on students to plan
their work and assess their work over time?
Skilled Communication
Do students produce extended communication that is organized around a
central theme and is well developed?
51
52. Approach Being Used in Innovative
Teaching & Learning Research
Collection and
analysis of samples
of learning activities
and student work as
an alternative to
administering
assessments
52
53. Collection of Instructional Artifacts
in ITL Pilot Countries
Sample Humanities & Science classrooms of
students 10-15 years of age
Collect 6 assignments per year from 8 teachers
at each of 6 case study schools
Collect the work produced by 10 randomly
selected students in response to 4 assignments
per year per class
53
54. Coding Assignments and Work
Recruit master teachers from
same grade levels and country
(but not same school) as
coders
Train rubric by rubric using
anchor assignments and
student work for each scale
point
54
55. Train the Trainer Approach
SRI developing and piloting
rubrics and coding manual
Face-to-face training of
country evaluators who will
train the teacher coders for
their countries
Resulting data set sent to
SRI for analysis
55
56. A 21st century learner builds
knowledge
When students build
knowledge, they move
beyond the reproduction of
information to generate
understandings that are new
to them.
Students can build
knowledge through
interpretation, analysis,
synthesis, or evaluation.
We want students to be able
to connect ideas from
different academic
disciplines. 56
57. Knowledge Building
Knowledge building happens when students combine
new information with what they already know to
generate ideas and understandings that are new to
them.
Students can do this through interpretation, analysis,
synthesis, or evaluation.
Knowledge building does not occur when students are
asked to simply reproduce information they have read
or heard from lectures, textbooks, or exposure to the
internet or the media.
57
58. Knowledge Building examples
Low on Knowledge Building:
- Students write a book report that summarizes the
contents of a book.
High on Knowledge Building:
- Students research the historical context of a novel
set in 19th century China and use that knowledge as
a lens to interpret the actions of the characters.
58
60. A 21st century learner uses ICT
Students use technology
tools to support knowledge
building.
Students do or learn things
that are impractical or
impossible to do without
technology.
Students shape and create
technology tools to further
their learning and to help
others.
60
61. ICT for Learning examples
Low on ICT for Learning:
• Students read about the Ebola virus in their textbooks.
High on ICT for Learning:
• Students identify cases of Ebola by finding news
articles worldwide and plot the spread of the virus
using GIS software.
61
64. A 21st century learner collaborates
Students collaborate
when they share
responsibility for
developing a product,
a design, or an answer
to a complex question.
Students create
interdependent work
products and
negotiate their design
so that each student’s
work is part of a larger
whole.
64
65. Collaboration examples
Low on Collaboration:
• Students read a chapter from a geometry textbook and
solve the problems at the end of the chapter, writing
alone.
High on Collaboration:
• Students work in small groups when they use
geometry principles to build a model of their “dream
house.”
65
66. A 21st century learner solves problems
and innovates
Students solve
problems when they
develop a solution to a
problem that is new or
design a complex
product that meets a
set of requirements.
Students innovate
when they put a
creative design or
piece of thinking into
practice.
66
67. Problem-Solving & Innovation
examples
Low on Problem-Solving and Innovation:
• Students follow step-by-step instructions to analyze
the quality of water samples taken from a nearby
stream.
High on Problem-Solving and Innovation:
• Students propose initiatives to improve water quality
in their region, and send their recommendations to
the local environmental board.
67
68. A 21st century learner regulates his/her
own learning
Students have the
opportunity to self-regulate
when they work on long-
term projects with multiple
parts.
Students plan their own
work and monitor their
progress.
Students can assess the
quality of their own work
when they understand
expectations before the
assignment is completed.
68
69. Self Regulation examples
Low on Self Regulation:
• Students write about their family during class.
High on Self Regulation:
• Students work for two weeks on a project about their
cultural heritage, in which they have to schedule and
plan their internet research, a rough draft, a final draft,
and an individual presentation.
69
70. A 21st century learner communicates
skillfully
Students make an
argument or present a point
of view.
Students provide sufficient
detail, data, or evidence to
support the argument or
viewpoint.
Students organize their
communication around a
central theme.
Students attend to audience
interests and needs.
70
71. Skilled Communication examples
Low on Skilled Communication:
• Students answer multiple-choice questions about
photosynthesis.
High on Skilled Communication:
• Students write an explanation of how photosynthesis
works and why it is essential to plant life.
71
Editor's Notes
Facets are arranged with the Goal Facets, labeled 0X, at the top of the page. Facets that begin 2X through 9X are problematic ideas, generally the higher the number the more problematic. The X0s are general statements of student ideas, followed by more specific examples labeled X1 through X9.
The National Assessment of Educational Progress (NAEP) has been exploring the use of more complex assessment tasks enabled by technology. In one technology-based simulation task, for example, eighth-graders are asked to use a hot-air balloon simulation to design and conduct an experiment to determine the relationship between payload mass and balloon altitude (see screen shot below). After completing the tutorial about the simulation tool interface, students select values for the independent variable payload mass. They can observe the balloon rise in the flight box and note changes in the values of the dependent variables of altitude, balloon volume, and time to final altitude.In another problem, the amount of helium, another independent variable, is held constant to reduce the task’s difficulty. Students can construct tables and graphs and draw conclusions by clicking on the buttons below the heading Interpret Results. As they work with the simulation, students can get help if they need it: a glossary of science terms, science help about the substance of the problem, and computer help about the buttons and functions of the simulation interface are built in to the technology environment. The simulation task takes 60 minutes to complete, and student performance is used to derive measures of the student’s computer skills, scientific inquiry exploration skills, and scientific inquiry synthesis skills within the context of physics.
The ASSISTment system, currently used by more than 4,000 students in Worcester County Public Schools in Massachusetts, is an example of a web-based tutoring system that combines online learning and assessment activities (Feng, Heffernan, & Koedinger, 2009). The name “ASSISTment” is a blend of tutoring “assistance” with “assessment” reporting to educators. The ASSISTment system was designed by researchers at Worcester Polytechnic Institute and Carnegie Mellon University to teach middle school math concepts and to provide educators with a detailed assessment of students’ developing math skills and their skills as learners. It gives educators detailed reports of students’ mastery of 100 math skills, as well as their accuracy, speed, help-seeking behavior, and number of problem-solving attempts. The ASSISTment system can identify the difficulties that individual students are having and the weaknesses demonstrated by the class as a whole so that educators can tailor the focus of their upcoming instruction.When students respond to ASSISTment problems, they receive hints and tutoring to the extent they need them. At the same time, how individual students respond to the problems and how much support they need from the system to generate correct responses constitute valuable assessment information. Each week, when students work on the ASSISTment website, the system “learns” more about the students’ abilities and thus can provide increasingly appropriate tutoring and can generate increasingly accurate predictions of how well the students will do on the end-of-year standardized test. In fact the ASSISTment system has been found to be more accurate at predicting students’ performance on the state examination than the pen-and-paper benchmark tests developed for that purpose (Feng, Heffernan, & Koedinger, 2009).Feng, M., Heffernan, N. T., & Koedinger, K. R. (2009). Addressing the assessment challenge in an online system that tutors as it assesses. User Modeling and User-Adapted Interaction: The Journal of Personalization Research (UMUAI),19(3), 243-266.
Learning & Innovation include Creativity & innovation (think creatively, work creatively w/ others, implement in real world), Critical thinking & problem solving (reason, use systems thinking, make judgments); Communication & collaborationLife & Career Skills- Flexibility & adaptability, Initiative & self direction, Social & cross-cultural; Productivity & accountability; Leadership & responsibility (when working with others)Information, Media & Tech include Information literacy (access & evaluate info; use & manage info), Media literacy (analyze media, create media products), & ICT literacy (apply tech effectively) Core Subjects & 21st century (language arts, mathematics, history etc. plus global awareness, financial & entrepreneurial literacy, civic literacy, health literacy, & environmental literacy)