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Evangeline Harris Stefanakis Boston University, Boston MA edhs@bu

MAKING LEARNING VISIBLE: UNMASKING ASSESSMENT in the ACADEMY? Moving From Problems to Possibilities. Evangeline Harris Stefanakis Boston University, Boston MA edhs@bu.edu. ASSESSMENT Problems to Possibilities ????. PROBLEM: CLIENT’S COST-> PRODUCT QUALITY?

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Evangeline Harris Stefanakis Boston University, Boston MA edhs@bu

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  1. MAKING LEARNING VISIBLE:UNMASKINGASSESSMENT in the ACADEMY?Moving From Problems to Possibilities Evangeline Harris Stefanakis Boston University, Boston MA edhs@bu.edu

  2. ASSESSMENTProblems to Possibilities ???? PROBLEM: CLIENT’S COST-> PRODUCT QUALITY? • ACADEMY…..EVIDENCE Assessment/ Evaluation POSSIBILITY:EVIDENCE QUALITY PRODUCT • Global Market….CAN BU student compete/win jobs? POLICY IN UK/ EU/AACU/ Higher Ed Competitors • BU as an Institution/ Display “cutting edge” products • NEASC->ASSESSMENT systemically needs work ?

  3. SOCIAL/CULTURAL/HISTORIC VIEW Schools As Sorters- Lewis Terman /Intelligence Tests Are over 100 years of “Tests” any different? Chapman 1922

  4. Multiple Perspectives:Assessment for Learning Learning Accountability Self Assessment Standardized Tests Informal Feedback Performance Based Rubrics/ Quality Indicators Portfolios

  5. Misconception #1- confused termsWhat is Assessment? What is Evaluation? To Assess =to Sit Beside the Learner (Latin) To Evaluate =to assess according to values “ Sort Learners into Norm Groups ” To Assess To Evaluate Learner Norm

  6. Misconception #2- Confused PhraseAssessment for Learning or Assessment of Learning (Stiggins,2006) Assess Both Process & Products of Student Learning How? • Collection Work + Reflection on Work • Selection of Work for Different Purposes • Evidence of Accomplishment + Criteria for Merit

  7. Misconception #3- DocumentationCURRICULUM / ASSESSMENT ASSESS of learning ASSESS for learning Teacher Records Student Records Personalized Original Work Samples/ Digication Course Info Blackboard

  8. Misconception #3- DocumentationCURRICULUM / ASSESSMENT FACULTY STUDENT WWW.DIGICATION.COM Course Info Blackboard Personalized Original Work Samples/

  9. Multiple Intelligences (Gardner, Sternberg 2002 (Tufts) Portfolio Assess Student Works Personalization-Profile Individual Multiple Entry Points for Curriculum & Assessment

  10. Heinemann.comAmazon.com • Book & CD • Gallery Portfolios • Teacher Resources • MI/Assess/Rubrics • Graduation Standards • Conferences

  11. Possibility #1 CLARIFY THE PURPOSES OF ASSESSMENT IMPROVE STUDENT LEARNING • Making learning visible to students (Seidel et al) • Fostering reflective learning which is self adjusting • Acknowledging and celebrating learning • Communicating learning to stakeholders and the wider community IMPROVING TEACHERS’ TEACHING • Adjusting instruction to meet the needs of individual students • Fostering reflective teaching which informs practice • Communicating learning to multiple constituencies/stakeholders • Improving the capacity to reach high standards of achievement

  12. Possibility # 3 Examine and Borrow Education ResourcesLa Guardia & CUNY ----e-portfolio.lagcc.cuny.eduPenn State----portfolio. psu.edu Collect Exemplars---- • Student Portfolios & Development tools • Faculty/ Teacher Resources/ Design • Syllabi/Grading/Assess/Rubrics • Course/ Discipline/ Graduation Standards

  13. JOURNEY COMPREHENSIVE ASSESSMENT (e - Portfolios) TRAVELING PORTFOLIO COLLECT EVIDENCE FOLDER -> PORTFOLIOS REFLECT & CONNECT SELECT

  14. CGS Challenges

  15. Evidence of Learner’s Development Process & Products School of Public Health Curricular Modules Wiki or E-Journal Philosophy Metaphor Micro Teaching COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING WWW.DIGICATION.COM Health care professionals create a personalized theory of knowledge to guide practice

  16. QUESTIONS & COMMENTS?

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