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Presentation Topic Reshaping Assessment in Education

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History of Educational Evaluation. Enlightenment 17th and 18th centuries ... 'Lest We Abort Our Learning Experience' DON'T BE AFRAID TO THINK. Most Importantly ... – PowerPoint PPT presentation

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Title: Presentation Topic Reshaping Assessment in Education


1
Presentation TopicReshaping Assessment in
Education
GEDU 6154 05 Curriculum Issues in the 21st
Century
Humble Presenters Bruce Abriel Suzanne
Cookson-Wehbe
2
Reshaping Assessment in 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)
  • 1960s

Reshaping Assessment in Education
3
Reshaping Assessment in Education
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
Reshaping Assessment in Education
  • 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?

Theres no doubt about it, Shes a Toughie!
Reshaping Assessment in Education
5
Well hello, I bet you teachers didnt know I
graduated top of my swamp in 1207 AD.
Ill 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
Reshaping Assessment in Education
RECENT PAST, CURRENT SCENE Eisner (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
Reshaping Assessment in Education
RECENT PAST, CURRENT SCENE Eisner (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 1980s, 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, Baords evaluation
policies . . . Up next
9
some Functions of Assessment Eisner
(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 teachers 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 of Assessment Eisner (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 of Assessment 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
Reshaping Assessment in Education
  • 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
Reshaping Assessment in Education
  • 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 childs abilities and skills?

Reshaping Assessment in Education
15
Features of the New 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 teams 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 Eisners FONA
19
Features of the New 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 or whole,
not simply discrete elements. (pg. 208)
Assessment tasks should have curricular relevance
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? Im
sure Bruce isnt doing a great job at elaborating
on the topics . . .
Dont tell him I said that it would crush him
You know he sports the gotee just to appear tough
21
Features of the New 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 . . . Lets get
started. then
Some have suggested that throughout the process
of educational inquiry observation and
interpretation without application is a form of
abortion.. Wasnt Me
23
Reshaping Assessment in Education
  • Personal Pedagogy Application Task Lest We
    Abort Our Learning Experience
  • DONT 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 representation to 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 the
    intellectual community 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 solutions they 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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