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Presentation Topic Reshaping Assessment in Education

Presentation Topic Reshaping Assessment in Education. GEDU 6154 05 Curriculum Issues in the 21 st Century. Humble Presenters: Bruce Abriel & Suzanne Cookson-Wehbe. Reshaping Assessment in Education Eisner (pgs. 195-200). History of Educational Evaluation

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Presentation Topic Reshaping Assessment in Education

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  1. Presentation TopicReshapingAssessmentin Education GEDU 6154 05 Curriculum Issues in the 21st Century Humble Presenters: Bruce Abriel & Suzanne Cookson-Wehbe

  2. ReshapingAssessmentin Education Eisner (pgs. 195-200) History of Educational Evaluation • Enlightenment – 17th and 18th centuries • Psychological Laboratories – 19th century * Nature was orderly * Rational Procedures * Regularities Constructed * Quantifying Goal was to create an objectively detached true description of the world as it really is. • Early 20th century • 1929 (Alpha and Beta tests) • 1960’s Reshaping Assessment in Education

  3. ReshapingAssessmentinEducation Eisner (pgs. 195-200) Science of the Social To Descriptions of Human Life To Scientific Management To Technology of Testing To Enhancing Educational Practice To Ethnography Reshaping Assessment in Education

  4. ReshapingAssessmentinEducation … Kindly commence the process of ‘warning and warming’ your mental faculties to respond (like straight “A” FI students) to the following question … What considerations are excluded in Evaluation that are included in Assessment? There’s no doubt about it, She’s a Toughie! Reshaping Assessment in Education

  5. Well hello, I bet you teachers didn’t know I graduated top of my swamp in 1207 AD. I’ll stick around During the presentation making sure your presenters steer away from Medieval evaluation practices Pardon me again, but Are we ready to continue now?

  6. ReshapingAssessmentinEducation RECENT PAST, CURRENT SCENEEisner (pgs. 200, 201) • During the 1960s a broader concept of “educational evaluation” was stimulated through numerous many curriculum reform movements. • At the time, efforts to reform educational evaluation lost its momentum due to significant pressure from the American public and other interests outside education. • Negative feedback from military, private sector employers, and increasingly low SAT scores, created concern with the state of American schools, student ability and questionable quality of teaching. • As a remedy, government policy makers and the American public established MININMUM STANDARTS for all school districts and their schools to achieve. • Tougher (SAT) Specific Achievement Tests were designed to bring about improvements, to monitor and measure and to provide informed reports of change in student learning & ability within schools and school districts. Reshaping Assessment in Education

  7. ReshapingAssessmentinEducation RECENT PAST, CURRENT SCENEEisner (pgs. 200, 201) • From this emerged the operative term “ACCOUNTABILITY” on the part of the school system, districts and schools. • For nearly two decades Achievement TESTS remained the predominant method to determine, compare and communicate the progress / improvement of schools, students and teaching to the public and private sectors. • Communication was maintained with military, private sector employers and public to determine the extent of progress achieved as a result of the newly mandated educational changes. • Mid 1980’s, the demand for better qualified students softened, while groups of educational stake holders realized tougher SAT tests and mandated assessment practices was not the answer to the problem of unprepared students and poor school results. • Most “reformers” felt real problem was quality of school programming and poor pedagogical practice. • The “concerned groups” suggested reporting practices should be more generous, more complex and more aligned with life experiences over individual performance tests. Thus, the new term “ASSESSMENT” symbolized the ambitions of the next decade.

  8. Ok enough of the chubby guy lets hear from Sue again . . . Be sure to keep an eye out for your own pedagodfathers, I mean, Baord’s evaluation policies . . . Up next

  9. some Functions ofAssessmentEisner (pgs. 201-202) • Educational Temperature Taking – collecting data; not designed to report on students or school districts • Gate Keeping – assessments such as SAT • Course Objectives Have Been Attained – on going assessment • Feedback to Teachers – assessment to determine quality of a teacher’s professional practice • Quality of the Program – assessment of the type of activities, sequencing of events in the program, materials, etc. Reshaping Assessment in Education

  10. some Functions ofAssessmentEisner (pgs. 201-202) According to the HRSB policy, “Student Assessment and Evaluation Policy and Procedures”, • The #1 reason to assess is to determine how we are doing as a system, school, and classroom in order to improve student learning. That is to build on strengths and focus resources where needed to improve student achievement. • Teachers will use this information to guide decision-making, student learning, and teaching practices. i.e Is the student meeting the outcomes? Provides descriptive feedback to inform students and parents about learning and to make decisions about what is next for the learner. Reshaping Assessment in Education

  11. some Functions ofAssessment Eisner (pgs. 201-202) Eisner sees assessment as a tool to look at: The Program The Teacher The Student It is mainly used as for accountability purposes. (Identification)LITTLE TO NO Reference about using the information for student development. HRSB model – appears to use non-judgemental language and the theory behind the policy sounds ideal and has positive implications for the role of assessment Reshaping Assessment in Education

  12. ReshapingAssessmentinEducation We have taken the liberty of creating small activity groups: • Ron, Sonja, Nancie, Debra (HS), and Jennifer • Mark, Pat, Roy, and Debbie (ES) • John, Adrian, Carolyn, and Stephanie Reshaping Assessment in Education

  13. But wait, we might be doing this a different way . . . Lets hear what the presenters are thinking about this?

  14. ReshapingAssessmentinEducation Group ActivityIt is the end of October and your principal informs you that you will have a new ESL student from Mexico with little English language skills. Report cards are due in December, how are you going to evaluate and assess this child’s abilities and skills? Reshaping Assessment in Education

  15. Featuresof theNew Assessment BEFORE discussing the invigorating details of FONA, please lend us your minds for another brief yet stimulating activity of ‘cooperative cognitive calisthenics’. we now require, 8 non-competitive teams, if that is possible? No 3 buddy teams (i.e., John, Mark, Ron). We would also ask our esteemed professor Simpson to participate in this activity. Due to time constraints, we have allotted but a moment in time for this activity, so please begin - upon reading the next slide. Reshaping Assessment in Education

  16. Soo, your team’s task is to complete each Assessment statement using the word bank sheets provided . YOU HAVE 6.85 MINUTES . . .

  17. Hello its me againYOU now HAVE 2 minutes Left

  18. Oh FONA, she was such a pretty little thing . . . Ooops my bad . . Back to the presentation Are we ready to check & review $ share insights on Eisner’s FONA

  19. Featuresof theNew Assessment Eisner includes the following features as Appropriate for Creating & Appraising New Assessment Practices. Eisner (pgs. 209 – 206) Assessment tasks should provide students multiple forms of representation to display their learning. (pg. 209) Assessment tasks should require students to display a sensitivity to configurations orwhole, not simply discrete elements. (pg. 208) Assessment tasks should have curricularrelevance but not be limited to the curriculum as taught. (pg. 207) Assessment tasks should make possible more than one acceptable solution to a problem and more than one acceptable answer to a question. (pg. 206) * (content area consideration) Reshaping Assessment in Education

  20. Hello again, is everyone getting this stuff? I’m sure Bruce isn’t doing a great job at elaborating on the topics . . . Don’t tell him I said that it would crush him You know he sports the gotee just to appear tough

  21. Featuresof theNew Assessment Eisner (pgs. 205 – 203) Assessment tasks need not be limited to solo performances. Many of the most important tasks we undertake require group efforts. (pg. 205) Assessment tasks should reflect the values of the intellectual community from which the tasks are derived. (pg. 204) The tasks used to assessment students should reveal how students go about solving a problem, not only the solutions they have formulated. (pg. 204) The tasks used to assess what students know and can do need to reflect the tasks they will encounter in the world outside of schools. not merely those limited to the schools themselves. (pg 203) Reshaping Assessment in Education

  22. Sounds like more fun to me . . . Let’s get started. then Some have suggested that throughout the process of educational inquiry observation and interpretation without application is a form of abortion.. Wasn’t Me

  23. ReshapingAssessmentinEducation Personal Pedagogy Application Task “Lest We Abort Our Learning Experience” DON’T BE AFRAID TO THINK List 2 – 3 components, methods or ways you could change (how you educate) to make your assessment practices more informative, meaningful and valuable when doing your job? Most ImportantlyThank You for Your Attention and Participation

  24. Education is a social process; education is growth; education is not a preparation for life but is life itself. John Dewey

  25. Missing Features of New Assessment Activity (Answer Sheet)(FIY) • Assessment tasks should provide students multiple forms of representationto display their learning. 1 • Assessment tasks should require students to display a sensitivity to configurations or whole, not simply discrete elements. 2 • Assessment tasks should have curricular relevance but not be limited to the curriculum as taught. 3 • Assessment tasks should make possible more than one acceptable solution to a problem and more than one acceptable answer to a question. 4 • Assessment tasks need not be limited to solo performances. Many of the most important tasks we undertake require group efforts. 5 • Assessment tasks should reflect the values of theintellectualcommunity from which the tasks are derived. 6 • The tasks used to assessment students should reveal how students go about solving a problem, not only the solutionsthey have formulated. 7 • The tasks used to assess what students know and can do need to reflect the tasks they will encounter in the world outside of school, not merely those limited to the schools themselves. 8

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