Developing 21st Century Skills through Authentic Assessment Peggy ...
Developing 21st Century Skills through Authentic Assessment Peggy Pechacek, MAEd Middle School Math Teacher St. Joseph's School West St. Paul, MN [email protected] Twitter: @PPechacek Handouts for this session can be found on the AMLE2015 app
Tech Tip: www.mentimeter.com • • • •
Free survey website www.mentimeter.com Formative assessment tool Anonymous answers Similar free tool: www.socrative.com (allows you to have students login – not anonymous)
Which is the Better Buy?
Target
Sam’s Club
Think about the skills students use to solve this problem.
What do you need to know to decide which is the better buy? How can you find the necessary information? • Students are asked to brainstorm in pairs then share ideas with the whole group
Target Sam’s Club
Volume & Page yield
Discussion • How do we decide?
Discussion • What skills are being used to solve this problem?
4 C’s of 21st Century Skills • Critical thinking – applying prior knowledge, looking at problems in a new way, making connections across subjects • Collaboration – sharing ideas with one another, working together, valuing contributions of others • Communication – talking to one another, getting their ideas across, listening to others • Creativity – inventing & trying new ideas or approaches http://www.p21.org/our-work/4cs-research-series
Authentic Assessment • Some disagreement on definition • Product or Performance-based • Involve the student deeply – Cognitive complexity – Intrinsic interest
Cognitive Complexity Bloom’s Taxonomy (revised)
6 Facets of Understanding (Grant and Wiggins)
Authentic Assessment • Some disagreement on definition • Product or Performance-based (?) • Involve the student deeply – Cognitive complexity (critical thinking) – Intrinsic interest
Intrinsic Motivation • How do we pique the interest of students? • One way is to arouse their curiosity. • In math, ask for a public estimate – students become invested. Want to know the actual. • Example: paper the pillar
Paper the Pillar • Pillar used to hang student work. • Student says, “We should fill the entire pillar.” • Question: How many papers will it take to paper the entire pillar? • Curiosity, excitement and motivation to figure out the answer abounds!
Paper the Pillar
Authentic Assessment • Some disagreement on definition • Product or Performance-based (?) • Involve the student deeply – Cognitive complexity (critical thinking) – Intrinsic interest
• “Messy” problems – many possible solutions (or methods)
(creativity, collaboration)
• Model situations encountered outside of the classroom setting (“real-life”)
(collaboration, communication)
• Clearly defined scoring criteria
Products/Performances
http://www.nhcs.net/socialstudies_worldlanguages/Performance%20Assessment%20in%20Civics.pdf
Example: Goldfish Proportions • Use proportions to estimate populations – mark and recapture • “Lakes” full of goldfish • Tag fish by replacing some with pretzel fish • Recapture and count tagged fish (average of 10 samples) • Use a proportion to estimate total population • Compare to actual number – discuss factors affecting the estimate
Student pictures not included
Student pictures not included
Tech Tip: getkahoot.com • Free teacher account: – https://getkahoot.com/
• Students join: – https://kahoot.it/
• Game-based • https://play.kahoot.it/#/?quizId=6cfbad4c90b0-4d97-8128-8fa9226dbda1
Frameworks for Design • Wiggins & McTighe (2005) – GRASPS
• Ashford-Rowe, Herrington, Brown (2014) – Eight critical questions to guide design
• Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) – Five dimensional framework
Wiggins & McTighe (2005) GRASPS
GRASPS examples
• https://grantwiggins.files.wordpress.com/2012/02/wigginsmod-m-grasps-and-roles.pdf • https://grantwiggins.files.wordpress.com/2012/02/grasps-k12writing-milwaukee.pdf
Ashford-Rowe, Herrington, Brown (2014) Eight critical questions to guide design 1. To what extent does the assessment activity challenge the student? 2. Is a performance, or product, required as a final assessment outcome? 3. Does the assessment activity require that transfer of learning has occurred, by means of demonstration of skill? 4. Does the assessment activity require that metacognition is demonstrated? 5. Does the assessment require a product or performance that could be recognized as authentic by a client or stakeholder? (accuracy) 6. Is fidelity required in the assessment environment? And the assessment tools (actual or simulated)? 7. Does the assessment activity require discussion and feedback? 8. Does the assessment activity require that students collaborate?
Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) Five dimensional framework 1. 2. 3. 4.
Task: What do you have to do? Physical context: Where do you have to do it? Social context: With whom do you have to do it? Result or form: What has to come out of it? What is the result of your efforts? 5. Criteria: How does what you have done have to be evaluated or judged
Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) Five dimensional framework
Designing Authentic Assessment • Start with the learning target – what is your goal or standard? • Select or create a performance task or product as the outcome. • Consider the cognitive level – aim for high order thinking skills. • How will you engage or “hook” your students? • There should be more than one correct solution. • Students must communicate the results. • Choose criteria for evaluation. Rubrics are commonly used.
Examples Social Studies • Plan founding of a moon colony – what is necessary for it to succeed
Language Arts • Revising and editing student work
• Help wanted ads for members of the branches of government
• Planning a business – writing a request for start-up capital
• Travel brochures for regions, states, or countries
• Writing/delivering speeches in a political campaign
• Writing letters to story characters
• Public policy debates Math • Plan and budget for class party • Scale drawings of classroom or bedroom
Science • Lab experiments • Recycling projects
• Health campaigns
Tech Tip: Aurasma • Augmented reality app • Free online account: – https://studio.aurasma.com/login
• Free app for iPhone, iPad and Android Help on getting started: • https://aurasma.zendesk.com/entries/243771 26--Are-you-a-teacher-Guidance-for-teachersand-other-educators-getting-started-withAurasma-
References • • •
•
•
• • • •
Bahr, D. L. (2006). Creating performance assessments in secondary mathematics classrooms. Mathematics in School, 35(5), 4-8. Retrieved March 1, 2008, from Education Full Text database. Facets of Understanding [PNG image]. Retrieved from http://www.lewiscentral.org/departments/ curriculum__instruction/curriculum_framework_and_standards/what_does_understanding_look_like_ Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. Retrieved February 29, 2008, from Academic Search Premier database. Francis, E. (2015, July 21). Burn This! Why the D.O.K. Wheel Does NOT Address Depth of Knowledge [Web log post]. Retrieved from http://maverikeducation.blogspot.com/2015/07/ burn-this-why-dok-wheel-doesnot.html Frey, B. B., Schmitt, V. L., & Allen, J.P. (2012). Defining Classroom Authentic Assessment. Practical Assessment & Research Evaluation, 17(2). Available online: http://pareonline.net/getvn.asp?v=17&n=2 Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004). A Five-Dimensional Framework for Authentic Assessment. Educational Technology Research and Development, volume 52, issue 3, pp. 67 – 86. Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104, 280-312. Retrieved March 1, 2008, from Education Full Text database. Wiggins, G. & McTighe, J. (2005) Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should [Web log post]. Retrieved from https://grantwiggins.wordpress.com/ 2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/
Websites • • • •
https://www.mentimeter.com/ https://getkahoot.com/ https://getkahoot.com/tutorials/Kahoot_Tutorials.pdf https://studio.aurasma.com/login
Session Evaluation Let us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book.
CEU Code Earn Continuing Education Units (CEU) to maintain your teaching certification. Write down the CEU Code for every session you attend on the CEU card located in the back of the program book.
CEU Code:
KQ-18
Tech Tip: www.mentimeter.com • • • •
Free survey website www.mentimeter.com Formative assessment tool Anonymous answers Similar free tool: www.socrative.com (allows you to have students login – not anonymous)
Which is the Better Buy?
Target
Sam’s Club
Think about the skills students use to solve this problem.
What do you need to know to decide which is the better buy? How can you find the necessary information? • Students are asked to brainstorm in pairs then share ideas with the whole group
Target Sam’s Club
Volume & Page yield
Discussion • How do we decide?
Discussion • What skills are being used to solve this problem?
4 C’s of 21st Century Skills • Critical thinking – applying prior knowledge, looking at problems in a new way, making connections across subjects • Collaboration – sharing ideas with one another, working together, valuing contributions of others • Communication – talking to one another, getting their ideas across, listening to others • Creativity – inventing & trying new ideas or approaches http://www.p21.org/our-work/4cs-research-series
Authentic Assessment • Some disagreement on definition • Product or Performance-based • Involve the student deeply – Cognitive complexity – Intrinsic interest
Cognitive Complexity Bloom’s Taxonomy (revised)
6 Facets of Understanding (Grant and Wiggins)
Authentic Assessment • Some disagreement on definition • Product or Performance-based (?) • Involve the student deeply – Cognitive complexity (critical thinking) – Intrinsic interest
Intrinsic Motivation • How do we pique the interest of students? • One way is to arouse their curiosity. • In math, ask for a public estimate – students become invested. Want to know the actual. • Example: paper the pillar
Paper the Pillar • Pillar used to hang student work. • Student says, “We should fill the entire pillar.” • Question: How many papers will it take to paper the entire pillar? • Curiosity, excitement and motivation to figure out the answer abounds!
Paper the Pillar
Authentic Assessment • Some disagreement on definition • Product or Performance-based (?) • Involve the student deeply – Cognitive complexity (critical thinking) – Intrinsic interest
• “Messy” problems – many possible solutions (or methods)
(creativity, collaboration)
• Model situations encountered outside of the classroom setting (“real-life”)
(collaboration, communication)
• Clearly defined scoring criteria
Products/Performances
http://www.nhcs.net/socialstudies_worldlanguages/Performance%20Assessment%20in%20Civics.pdf
Example: Goldfish Proportions • Use proportions to estimate populations – mark and recapture • “Lakes” full of goldfish • Tag fish by replacing some with pretzel fish • Recapture and count tagged fish (average of 10 samples) • Use a proportion to estimate total population • Compare to actual number – discuss factors affecting the estimate
Student pictures not included
Student pictures not included
Tech Tip: getkahoot.com • Free teacher account: – https://getkahoot.com/
• Students join: – https://kahoot.it/
• Game-based • https://play.kahoot.it/#/?quizId=6cfbad4c90b0-4d97-8128-8fa9226dbda1
Frameworks for Design • Wiggins & McTighe (2005) – GRASPS
• Ashford-Rowe, Herrington, Brown (2014) – Eight critical questions to guide design
• Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) – Five dimensional framework
Wiggins & McTighe (2005) GRASPS
GRASPS examples
• https://grantwiggins.files.wordpress.com/2012/02/wigginsmod-m-grasps-and-roles.pdf • https://grantwiggins.files.wordpress.com/2012/02/grasps-k12writing-milwaukee.pdf
Ashford-Rowe, Herrington, Brown (2014) Eight critical questions to guide design 1. To what extent does the assessment activity challenge the student? 2. Is a performance, or product, required as a final assessment outcome? 3. Does the assessment activity require that transfer of learning has occurred, by means of demonstration of skill? 4. Does the assessment activity require that metacognition is demonstrated? 5. Does the assessment require a product or performance that could be recognized as authentic by a client or stakeholder? (accuracy) 6. Is fidelity required in the assessment environment? And the assessment tools (actual or simulated)? 7. Does the assessment activity require discussion and feedback? 8. Does the assessment activity require that students collaborate?
Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) Five dimensional framework 1. 2. 3. 4.
Task: What do you have to do? Physical context: Where do you have to do it? Social context: With whom do you have to do it? Result or form: What has to come out of it? What is the result of your efforts? 5. Criteria: How does what you have done have to be evaluated or judged
Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004) Five dimensional framework
Designing Authentic Assessment • Start with the learning target – what is your goal or standard? • Select or create a performance task or product as the outcome. • Consider the cognitive level – aim for high order thinking skills. • How will you engage or “hook” your students? • There should be more than one correct solution. • Students must communicate the results. • Choose criteria for evaluation. Rubrics are commonly used.
Examples Social Studies • Plan founding of a moon colony – what is necessary for it to succeed
Language Arts • Revising and editing student work
• Help wanted ads for members of the branches of government
• Planning a business – writing a request for start-up capital
• Travel brochures for regions, states, or countries
• Writing/delivering speeches in a political campaign
• Writing letters to story characters
• Public policy debates Math • Plan and budget for class party • Scale drawings of classroom or bedroom
Science • Lab experiments • Recycling projects
• Health campaigns
Tech Tip: Aurasma • Augmented reality app • Free online account: – https://studio.aurasma.com/login
• Free app for iPhone, iPad and Android Help on getting started: • https://aurasma.zendesk.com/entries/243771 26--Are-you-a-teacher-Guidance-for-teachersand-other-educators-getting-started-withAurasma-
References • • •
•
•
• • • •
Bahr, D. L. (2006). Creating performance assessments in secondary mathematics classrooms. Mathematics in School, 35(5), 4-8. Retrieved March 1, 2008, from Education Full Text database. Facets of Understanding [PNG image]. Retrieved from http://www.lewiscentral.org/departments/ curriculum__instruction/curriculum_framework_and_standards/what_does_understanding_look_like_ Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. Retrieved February 29, 2008, from Academic Search Premier database. Francis, E. (2015, July 21). Burn This! Why the D.O.K. Wheel Does NOT Address Depth of Knowledge [Web log post]. Retrieved from http://maverikeducation.blogspot.com/2015/07/ burn-this-why-dok-wheel-doesnot.html Frey, B. B., Schmitt, V. L., & Allen, J.P. (2012). Defining Classroom Authentic Assessment. Practical Assessment & Research Evaluation, 17(2). Available online: http://pareonline.net/getvn.asp?v=17&n=2 Gulikers, J.T.M.; Bastiaens, T.J.; Kirschner, P.A. (2004). A Five-Dimensional Framework for Authentic Assessment. Educational Technology Research and Development, volume 52, issue 3, pp. 67 – 86. Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104, 280-312. Retrieved March 1, 2008, from Education Full Text database. Wiggins, G. & McTighe, J. (2005) Understanding by Design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. (2012, February 3). On assessing for creativity: yes you can, and yes you should [Web log post]. Retrieved from https://grantwiggins.wordpress.com/ 2012/02/03/on-assessing-for-creativity-yes-you-can-and-yes-you-should/
Websites • • • •
https://www.mentimeter.com/ https://getkahoot.com/ https://getkahoot.com/tutorials/Kahoot_Tutorials.pdf https://studio.aurasma.com/login
Session Evaluation Let us know what you thought of this session. Complete an evaluation electronically on the conference app, or complete the paper evaluation located in the back of the program book.
CEU Code Earn Continuing Education Units (CEU) to maintain your teaching certification. Write down the CEU Code for every session you attend on the CEU card located in the back of the program book.
CEU Code:
KQ-18
