*Too bad the image "frame" of torn paper rendered incorrectly upon upload of the PDF into Slideshare. Oh well... check this out: The essential framework for the "big picture" element of this presentation was inspired by Elizabeth Helfant of MICDS in St. Louis, Missouri. Our reading lists are frighteningly similar. I enjoy the validation of the importance of these works from trusted others. I think here sequencing of these elements is smart. From that point, I used both this slide set and two texts from the Stiggins assessment institute to deliver a job-embedded professional development session at Benton High School on February 25, 2010. As per usual, the slide deck only shows a part of the event, and much of our work was analog, face-to-face, and on paper. Hey- you have to know when to do what. It is just far too uncanny that Elizabeth and I seem to have essentially the same reading list. She's a good geek. I love it.

1. ASSESSMENT
digital? analog? does it matter?
Thursday, February 25, 2010

2. TodaysMeet:
http://todaysmeet.com/benton-assessment-1
http://todaysmeet.com/benton-assessment-2
http://todaysmeet.com/benton-assessment-3
http://todaysmeet.com/benton-assessment-4
Thursday, February 25, 2010

3. WHAT DO WE NEED?
FIRST ST EPS
BIG
PICTURE
Thursday, February 25, 2010

4. BIG PICTURE:
(threads throughout)
*much of this sequence is borrowed from @ehelfant
Thursday, February 25, 2010

5. “FLOW”
From Mihaly Csikszentmihalyi’s seminal work:
“Flow: The Psychology of Optimal Experience.”
Thursday, February 25, 2010

6. “...people are most happy when they are in a state of flow— a
state of concentration or complete absorption with the
activity at hand and the situation. The idea of flow is
identical to the feeling of being in the zone or in the groove.
The flow state is an optimal state of intrinsic motivation,
where the person is fully immersed in what he or she is
doing. This is a feeling everyone has at times, characterized
by a feeling of great absorption, engagement, fulfillment, and
skill— and during which temporal concerns (time, food, ego-
self, etc.) are typically ignored.”
Thursday, February 25, 2010

7. “...being completely involved in an
activity for its own sake. The ego
falls away. Time flies. Every action,
movement, and thought follows
inevitably from the previous one,
like playing jazz. Your whole being is
involved, and you're using your
skills to the utmost.”
Thursday, February 25, 2010

8. “To achieve a flow state, a balance
must be struck between the
challenge of the task and the skill of
the performer. If the task is too easy
or too difficult, flow cannot occur.
Both skill level and challenge level
must be matched and high; if skill
and challenge are low and matched,
then apathy results.”
Thursday, February 25, 2010

9. FINDING FLOW:
(and it’s relation to assessment)
Thursday, February 25, 2010

10. 1) Perceived challenges, or
opportunities for action, that
stretch (neither overmatching nor
underutilizing) existing skills, a
sense that one is engaging
challenges at a level appropriate to
ones’ capacities.
Thursday, February 25, 2010

11. 2) Clear proximal goals and
immediate feedback about the
progress being made.
Thursday, February 25, 2010

12. “Zone of Proximal
Development”
Lev Vygotsky, 1934
Thursday, February 25, 2010

13. Thursday, February 25, 2010

14. “Mindset”
From: “Mindset, The New Psychology of Success by Carol Dweck, 2006
Thursday, February 25, 2010

15. Thursday, February 25, 2010

16. Thursday, February 25, 2010

17. Thursday, February 25, 2010

18. Thursday, February 25, 2010

19. (original graphic by Nigel Holmes)
Thursday, February 25, 2010

20. (original graphic by Nigel Holmes)
Thursday, February 25, 2010

21. “You did such a
wonderful job of
reading that book...
you’re so smart!”
Thursday, February 25, 2010

22. “You did such a
wonderful job of
reading that book...
you’re so smart!”
Does this undoubtedly warm sentiment contribute to a growth mindset, or a fixed mindset?
How might that be altered?
Thursday, February 25, 2010

23. “connectivism”
George Siemens & Stephen Downes, 2005
Thursday, February 25, 2010

24. *Learning occurs as part of a social
network of many diverse
connections and ties...
**The network is made possible by
various tools and technologies
which are not as important as the
connections made possible by them.
Thursday, February 25, 2010

25. blending theory
high anxiety
ag
m
en
ivis
cy
t
nec
zone of flow
con
et
minds
rigor wth
gro
relevance
relationships
apathy boredom
low
low high
skills
habitudes
“4Cs”
*This tasty mix was whipped up by the great Elizabeth Helfant.
Thursday, February 25, 2010

26. *from MICDS
Thursday, February 25, 2010

27. so...
Thursday, February 25, 2010

28. SEVEN STRATEGIES:
(of assessment for learning)
• 1. Provide students with a clear and
understandable vision of the learning target.
• 2. Use examples and models of strong and weak
work.
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals.
• 5. Design lessons to focus on one learning target or
aspect of quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection and let them
keep track of and share their learning.
*Jan Chappuis
Thursday, February 25, 2010

29. Where am I going?
How will I get there?
*@DrDial
Thursday, February 25, 2010

30. “clear targets?”
Thursday, February 25, 2010

31. “clear targets?”
“Math” Subject
“Decimals” Topic
“p. 152” Resource
“Going on a decimal hunt” Activity/Performance Goal
Thursday, February 25, 2010

32. “clear targets?”
Thursday, February 25, 2010

33. “clear targets?”
“Comm Arts” Subject
“Poetry” Topic
“Mending Wall” Resource
“Connotation countdown” Activity/Performance Goal
Thursday, February 25, 2010

34. “Clear targets means they
are not just listed on
the wall, but they are in
the child’s head.”
~Jan Chappuis
Thursday, February 25, 2010

35. “learning goals”
vs.
“performance goals”
*in 2‘s or 3‘s, develop a definition for each using p. 18 of your text
Thursday, February 25, 2010

36. Thursday, February 25, 2010
dia
gno
stic
for
m ativ
e
pee
r/s
elf/
m eta
po cogn
rtfo itiv
lio e
sum
ma
tive
assessment continuum

37. assessment continuum
e
itiv
ogn
c
eta
m
tive
stic
e
elf/
lio
ativ
ma
rtfo
r/s
gno
m
sum
pee
for
po
dia
•blog/discussion thread prompts
•google forms
Thursday, February 25, 2010

38. assessment continuum
e
itiv
ogn
c
eta
m
tive
stic
e
elf/
lio
ativ
ma
rtfo
r/s
gno
m
sum
pee
for
po
dia
•shared google docs/ etherpad •Adobe Acrobat
•diigo annotation/collaboration/groups •Twitter/Yammer
•awesome highlighter
Thursday, February 25, 2010

39. assessment continuum
e
itiv
cogn
eta
m
tive
stic
e
elf/
lio
ativ
ma
rtfo
r/s
gno
m
sum
pee
for
po
dia
•blog/discussion thread reflections
•online reflection journals (info.)
•etc...
Thursday, February 25, 2010

40. assessment continuum
e
itiv
ogn
c
eta
m
tive
stic
e
elf/
lio
ativ
ma
rtfo
r/s
gno
m
sum
pee
for
po
dia
•kubbu •ESLvideo.com
•MyStudiyo •Wikispaces, etc.
•Exam Professor •MyAccess
•Quia •ZOHO Challenge
Thursday, February 25, 2010

41. The “ASSESSMENT” tag on Del.icio.us.
Thursday, February 25, 2010

42. on
today...
Thursday, February 25, 2010