The document discusses moving away from traditional summative assessment towards more formative and divergent forms of assessment that are more aligned with student-driven, participatory cultures. It notes that students currently live in a culture of user-generated content outside of school but a more scripted culture inside school. The document calls for rethinking assessment to be more like the "youtubization of learning" where students can engage in user-generated forms of assessment for learning, rather than assessment of learning, to make school more meaningful and relevant to students.

1. |writing the obit on summative assessment | glcc / 360º learning / unconference 5/20/10

2. < introduction >

3. Greg Thompson gst0423@gmail.com www.constructingmeaning.com akamrt23 akamrt

4. < /introduction >

5. < context >

6. “participatory set”

7. conversation

8. cognitive dissonance

9. create, then parallel

10. disclaimer lawrencelessig mike wesch jim belcher chrislehmann

11. < lessig >

13. “These talking machines are going to ruin the artistic development of this country. When I was a boy . . . in front of every house in the summer evenings you would find young people together singing the songs of the day or the old songs.”

14. “Today, you hear these infernal machines going night and day.”

15. creation culture

16. highly interactive on a personal level

17. passive culture

18. bring themselves

19. passively consume

20. “[What we end up with is a] culture where creativity was consumed, but the consumer is not a creator.”

21. remix is about building on the past

22. internalizing it and (re)creating it

23. < /lessig>

24. < wesch >

25. 1943

26. 3 networks x 64 years x 365 days x 24 hours = 1.6 million hours of programming (2007)

27. six months = 64 years

28. 9,232 hours of video per day (2007)

29. = 385 always on television channels

30. 28,800 hours per day (2009)

31. 135.4 million viewers watched 12.7 billion videos 1/2010

32. numanuma by garybrolsma

33. 8,095,623 times

34. 97,000 (re)creations

35. “It starts to look less like an infectious joke than a new cultural order. These kids aren’t mocking the NumaNuma guy, they’re venerating him. And they’re beautiful to see because they are replicating and spreading his happiness. They are following a ritual that’s meaningful, if not yet venerable. They are learning the dance, lip-singing the song, documenting their performance just so, making it available for the world to see.”

36. soulja boy

37. 102,000 (re)creations

38. learn conceptualize produce publish

39. < /wesch >

40. < belcher >

41. “SocialMediaCreativityCommunity”

42. code monkey by jonathancoulton

43. creativity and play

44. media enhanced social community

45. 2,360 videos (re)creations

46. code monkey by passionate (re)creator

47. < /belcher >

48. < me >

49. assessment

50. doing

51. culture outside = user generated

52. culture inside = scripted

53. students enjoy learning

54. students hate school

55. knowledge inoculation not knowledge appropriation

56. schools = landscape of prohibition

57. corrosive/corrupting

58. “In the apprenticeship era, the adult carefully observed learners and corrected them as they went along, giving them tasks they were ready for, and seeing whether they completed them successfully. Observation during the course of task completion combined the functions of formative and summative assessment.

59. Ongoing, formative encouragement or critique provided feedback to guide the learner through tasks, and the final, summative judgment gave learners feedback on whether the task was successfully completed.”

60. feedback

61. mastery

62. assessment “for” learning

63. assessment “of” learning

64. formative vs summative

65. convergent / divergent

66. “Convergent thinking is a practical way of deciding among existing alternatives. What convergent thinking is not so good at, however, is probing the future and creating new possibilities.

67. By testing competing ideas against one another, there is an increased likelihood that the outcome will be bolder, more creatively disruptive, and more compelling. Linus Pauling said it best. . .

68. “To have a good idea, you must first have lots of ideas.” – and he won two Nobel Prizes.”

70. extinction

72. amaze us!

73. The natural tendency of [education] is to constrain problem-solving and restrict [student] choices in favor of the obvious and the incremental. Though this tendency may be more efficient in the short run, in the long run it tends to make a [student] conservative, inflexible, and vulnerable to game-changing ideas from outside. Divergent thinking is the route, not the obstacle, to innovation.

74. divergent assessment

75. purposeful meaning in their process

76. < /me>

77. < lehmann >

78. “what if” at science leadership academy

79. flow process bio-diesel generator

80. powerful, purposeful

81. free to play with their learning

82. < /lehman >

83. < me again >

84. information age age of creation intensification

85. rethinking school

86. let‘s write the obituary on summative assessment and the thinking that drives the current status quo

87. students live in a culture of ~ user generated content

88. let‘s create a culture of ~ user generated assessment

89. youtubization of learning

90. let‘s make school about learning again

91. < /me>

92. < you >