Rethinking Assessment

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Rethinking Assessment

• Jensen Chapter 24

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• What is not Working
• Paper and pencil tests that assess concepts not
• relevant to survival
• 2. Mistakes to avoid
• Pushing for higher standards without the
• necessary
• resources (what the students bring to class)
• Physical/sexual/emotional
• Mental disorders
• Learning disorders
• Physical disabilities
• Substance dependency
• Cultural issues
• Poverty issues

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• 3. Lock-step testing ignores brain development
• Comparisons do not account for differences
• it hinders students self concept
• 4. Short-term testing ignores how the brain
• learns
• Authentic learning takes time
• And most of what is important is not measured
• d. Most testing ignores building block learning
• Learning to learn subjects
• Prep courses
• e. Most testing ignores real world applications

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• Brain based assessment overview five areas for
• authentic assessment
• Content
• How much weight should old style context tests
• be given?
• Survival techniques?prepare students to take
• standardized assessments
• 2. Emotions
• Tap into the learners positive emotions
• (learning becomes more meaningful)
• Teach metacognition
• Make distinction between surface and deep
• knowledge
• Discuss, while teaching what is personally
• meaningful to the students

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• 3. Context
• Safe environment
• Ability to generalize and contextualize what
• students have learned
• The use of both deductive and inductive
  thinking
• 4. Processing
• Measure the learners ability to hypothesize,
• form mental models, manipulate data,
• defend their positions, and apply principle
• 5. Embodiment
• Incorporation of leaning into life style in a
• meaningful way
• - solve problems
• - take initiative to influence others

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Authentic Learning Assessment I
Authentic Learning Assessment I
Tests /quizzes
Research papers
Tests /quizzes
Authentic Learning Assessment II
Compare Pre/Post
Mind Maps
News
Demons tration
Case Study
Story- board
Learning logs
Story- Telling
Authentic Learning Assessment III
Timelines
Model- maker
Traditional can be used in class Can be used in
class without disruption A more flexible
classroom/ schedule
Personal goals
Inter- views
Art/ sculpture
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Authentic Assessment IV Non-traditional

• Multimedia creation
• Relating music to learned information
• Commercials/short films
• Theater
• Debates
• Mini-conference
• Montage/collage
• Group discussions fishbowl
• Game design

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• Feedback
• Multiple sources
• Often
• Specific
• Appropriately dramatic
• The more delayed, the less productive
• Improving Test Scores
• Integrate learning in meaningful ways
• Teach study skillsmemory enhancing techniques
• Review
• Rehearse the test
• Teach students on how to approach various types
  of tests
• Prepare students to manage their own states
• Make students aware of test-taking behavior
• Provide a de-briefing sessions where students can
  discuss their experiences and feel supported

Learning view feedback as Healthy guidance
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• Brain-Friendly Assessment
• Increase frequency and sources of feedback
• Encourage group work, long term team projects,
  brainstorming, etc
• Encourage learners to use self assessment
  techniques, introduce rubrics, study groups and
  self quizzes
• Replace external rewards with intrinsic rewards
• Focus on substantial long term assignments
• Keep portfolio
• Emphasize mastery
• Discuss your assessment philosophy
• Post grading policy where evryone can see it

Resistance to outcome learning is nation-wide,
and yet it is widely used!