Assessment In The 21st-Century Classroom

Assessment in the
21st-Century
Classroom
Konrad Glogowski
http://www.teachandlearn.ca/blog

Image credit: http://www.flickr.com/photos/eskimoblood/2111672366/

What research tells us:
(Black & Wiliam, 1998)


• Comments have a strong impact on learning, stronger than
comments + grades or only grades.



• Quality of feedback is crucial to learning.




• Setting process goals is more effective than setting product
goals.




goals.

• “Assessment conversations” are effective.




goals.


• Formative feedback is associated with more positive
attitudes to learning.




goals.


• Formative feedback is associated with more positive
attitudes to learning.

• Mastery orientation in assessment is more effective than
performance orientation.

Something to guide our discussion ...

Assessment is the tail that wags the
curriculum dog. If we want to see real
curriculum reform, we must simultaneously
achieve reform of assessment practices.

(Bredekamp & Rosegrant, 1992, p.29)

There is a close and necessary relationship
between what we choose to assess and what we
value most in the education of our children.

- Marten Shipman
(qtd. in Mary-Jane Drummond, 2008a)

What do I value most?

As a teacher? As a human being?
As an educator in 2009?
Image Credit: http://www.flickr.com/photos/galopoulos/1831974200/

My research/my blogging community

• 32 grade eight students (mixed ability)
• English Language Arts class (Animal Farm and The
Diary of a Young Girl)
• All students had individual blogs aggregated into a
community.
• What impact does a blogging community have on
the role of the teacher?
• Student participation necessitated a shift in my
classroom practice.

Glogowski, K. (2008). Tracing the emergence of a blogging/writing community: Critical transformations
in a grade eight classroom. Unpublished doctoral dissertation. Toronto: University of Toronto.

http://www.ﬂickr.com/photos/teachandlearn/3234945166/

My Journey
Feedback

Examples
Assessment for Learning
Ideas
Suggestions
Models for the Future Discussion

Current Models

Part One
Feedback

Examples
Ideas
Suggestions

Current Models

Metaphor of
Acquisition

(Sfard, 1998)

Metaphor of Metaphor of
Acquisition Participation

(Sfard, 1998)

Metaphor of Metaphor of Knowledge
Acquisition Participation Creation

(Sfard, 1998)

Assessing
Learning of
What is
Taught
(Behaviourist)

(James, 2008)

Performance under test conditions

Assessing
Learning of
What is
Taught
(Behaviourist)

(James, 2008)


Recall of facts

Assessing
Learning of
What is
Taught
(Behaviourist)

(James, 2008)


Recall of facts

Tests are separate from learning

Assessing
Learning of
What is
Taught
(Behaviourist)

(James, 2008)


Recall of facts


Time limits
Assessing
Learning of
What is
Taught
(Behaviourist)

(James, 2008)


Recall of facts


Time limits
Assessing
Learning of
No access to materials
What is
Taught
(Behaviourist)

(James, 2008)


Recall of facts


Time limits
Assessing
Learning of
No access to materials
What is
Taught
Correct or incorrect
(Behaviourist)

(James, 2008)

Assessing
Learning as
Individual
Sense-Making
(Cognitive
Constructivist)

(James, 2008)

Focus on problem solving/
understanding

Assessing
Learning as
Individual
Sense-Making
(Cognitive
Constructivist)

(James, 2008)

understanding

Demonstration of ability to apply
skills

Assessing
Learning as
Individual
Sense-Making
(Cognitive
Constructivist)

(James, 2008)

understanding

skills

Tests and examinations (may be
Assessing
extended)
Learning as
Individual
Sense-Making
(Cognitive
Constructivist)

(James, 2008)

understanding

skills

Assessing
extended)
Learning as
Individual Time limits
Sense-Making
(Cognitive
Constructivist)

(James, 2008)

understanding

skills

Assessing
extended)
Learning as
Sense-Making
(Cognitive Some limited access to materials
Constructivist)

(James, 2008)

understanding

skills

Assessing
extended)
Learning as
Sense-Making
(Cognitive Some limited access to materials
Constructivist)
Rubrics, exemplars
(James, 2008)

Assessing
Learning as
Building
Knowledge
with Others
(Sociocultural)
(James, 2008)

Assessment alongside learning
(situated)

Assessing
Learning as
Building
Knowledge
with Others
(Sociocultural)
(James, 2008)

(situated)

Importance of community

Assessing
Learning as
Building
Knowledge
with Others
(Sociocultural)
(James, 2008)

(situated)


Learning expressed through
participation in real-life problems

Assessing
Learning as
Building
Knowledge
with Others
(Sociocultural)
(James, 2008)

(situated)



Assessing Agency in the use of resources
Learning as
Building
Knowledge
with Others
(Sociocultural)
(James, 2008)

(situated)



Learning as
Building Learning expressed in various forms
Knowledge
with Others
(Sociocultural)
(James, 2008)

(situated)



Learning as
Knowledge
Portfolios
with Others
(Sociocultural)
(James, 2008)

(situated)



Learning as
Knowledge
Portfolios
with Others
(Sociocultural) Holistic and qualitative, not quantiﬁed
(James, 2008)

Assessing
Learning of
What is Taught
(Behaviourist)

Assessing
Learning as
Assessing Individual
Learning of Sense-Making
What is Taught (Cognitive
(Behaviourist) Constructivist)

Assessing Assessing
Learning as Learning as
Assessing Individual Building
Learning of Sense-Making Knowledge
What is Taught (Cognitive with Others
(Behaviourist) Constructivist) (Sociocultural)

Suggestion One:

Sociocultural Assessment Practices

Part Two
Feedback

Examples
Ideas
Suggestions

Current Models

Te Whariki is grounded in a sociocultural
and ecological approach, reﬂected strongly
in:

in:

1) The curriculum strands of belonging and
contribution (also communication,
exploration, and well-being).

in:


2) A guiding principle that children learn
through relationships.

in:


2) A guiding principle that children learn
through relationships.

3) A guiding principle that emphasizes the
role of family and community.

Four Key Principles of Te Whariki:
(also principles of assessment)
Empowerment
Holistic Development
Family and Community
Relationships
Five strands:
(essential areas of learning and development)
Well-being
Belonging
Contributions
Communication
Exploration (Ministry of Education, 1996)

Learning Stories

• A narrative method to document children’s
learning.
• Learning is not a score or a level that children get
or have, but something they continuously do.
• Learning is dynamic.

(Ministry of Education, 1996)

Learning Stories

• Focus on what students can, not what they cannot do
can
• Recognize uniqueness and individuality of each student
• View learning as holistic, not subdivided into skills or
holistic
areas
• Record children’s inquiries and enterprises
• Record learning at home as well as in the setting
• Draw families in
• Document progression over time

(Drummond, 2008)

Learning Stories

what students can
learning as holistic
inquiries
families
learning at home
progression over time
individuality

Children see that teachers/families/peers see value
in their work, and that what they do has meaning
(Drummond, 2008)

Learning Dispositions

“Dispositions are important ‘learning outcomes’.
They are encouraged rather than taught. To
encourage robust dispositions to reason,
investigate, and collaborate, children will be
immersed in communities where people discuss
rules, are fair, explore questions about how things
work, and help each other.”

(Ministry of Education, 1996, p. 44)

Resourcefulness and Agency

• Imagining what might be
• “Possible selves” (Marcus and
Nurius, 1986)
• “Growth mindset” (Dweck,
• Recognizing,
2006)
constructing, and
sustaining affordance
networks
(Carr, 2008)

Suggestion Two:

Explore learning stories as assessment strategy.

Part Three
Feedback

Examples
Ideas
Suggestions

Current Models

1. High Quality Interactions
based on thoughtful questions,
careful listening and reﬂective responses.
2. Sharing of Criteria
Students are clear about what is to be
learned and what success would be like.
3. Timely Feedback
About the quality of student work and how
to make it better.
4. Agency (what’s next?)
Next steps and required resources are
identiﬁed.
(Swaffield, 2008b)

Three Steps

• Feedback
• Self-Assessment
• Revisiting Episodes of Competence

Image Credit: http://www.flickr.com/photos/41942132@N00/684595491

Spaces for Conversations

Make learning
visible

Promote
learning
autonomy

Deepen
understanding
http://www.flickr.com/photos/teachandlearn/2219409374

Part Four
Feedback

Examples
Ideas
Suggestions

Current Models

Feedback:

“... needs to provide information specifically relating to
the task or process of learning that fills a gap between
what is understood and what is aimed to be understood”

“Specifically, feedback is more effective when it provides
information on correct rather than incorrect responses
and when it builds on changes from previous trails.”

(Hattie & Timperley, 2007).

http://www.ﬂickr.com/photos/teachandlearn/3234276255/

Suggestion Three:

(meaningful, focused, timely feedback)

Community

Stories

Conversations

Community

Stories

Conversations

Episodes of Competence

Community

Stories

Conversations

Episodes of Competence

Feedback

Part Five
Feedback

Examples
Ideas
Suggestions

Current Models

http://www.flickr.com/photos/teachandlearn/1776430181/

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Bibliography:

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education,
5(1), pp. 7-74.

Blaiklock, K. (2008). Are Learning Stories Working? PowerPoint presentation: http://tinyurl.com/
b5hufm

Bredekamp, S., & Rosegrant, R. (Eds.) (1992). Reaching potentials: Appropriate curriculum and
assessment for young children. vol. 1. Washington, D.C.: National Association for the Education
of Young Children.

Carr, M. (2008). Can assessment unlock and open the doors to resourcefulness and agency? In
Swaffield, S. (Ed.). Unlocking assessment. Understanding for reflection and application. New
York: Routledge, pp. 36-54.

Drummond, M. (2008). Assessment and values. A close and necessary relationship. In
Swaffield, S. (Ed.). Unlocking assessment. Understanding for reflection and application. New
York: Routledge, pp. 3-19.

Dweck, C.S. (2006). Mindset: the new psychology of success. New York: Random House.

Glogowski, K. (2008). Tracing the emergence of a blogging/writing community: Critical
transformations in a grade eight classroom. Unpublished doctoral dissertation. Toronto:
University of Toronto.

<<

Bibliography cont’d:

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,
77(1), 81-112.

James, M. (2008). Assessment and learning. In Swaffield, S. (Ed.). Unlocking assessment.
Understanding for reflection and application. New York: Routledge, pp. 20-35.

Marcus, H. & Nurius, P. (1986, September). Possible selves. American Psychologist, pp.
954-69.

Ministry of Education (1996). The Whariki early childhood curriculum. Wellington, New
Zealand: Learning Media.

Sfard, A. (1998). On two metaphors for learning and the danger of choosing just one.
Educational Researcher, 27, pp. 4-13).

Swaffield, S. (Ed.). (2008a). Unlocking assessment. Understanding for reflection and
application. New York: Routledge.

Swaffield, S. (2008b). Feedback. The central process in assessment for learning. In Swaffield,
S. (Ed.). Unlocking assessment. Understanding for reflection and application. New York:
Routledge, pp. 57-72.

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Assessment In The 21st-Century Classroom

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