This document discusses assessment in a digital age and outlines various assessment types and tools that can facilitate assessment. It emphasizes the importance of formative and performance-based assessments that provide useful feedback and measure skills like problem-solving, collaboration, and critical thinking. Emerging assessment trends in higher education aim to satisfy standards of reliability, be engaging learning experiences for students, and be recognized as authentic by faculty. The document also explores how technologies can support various assessment strategies and the movement toward more open and collaborative approaches in fields like the humanities and sciences.

1. Measuring Learning, Documenting Growth, Designing for Motivation
ASSESSMENT IN A DIGITAL AGE

2. Goals
 Some thoughts about Assessment
 Understanding of Assessment Types
 Planning for Assessment (UbD)
 Tools to Facilitate Assessment
 Some Info on Higher Ed

3. Assessment is the tail that wags the
curriculum dog. If we want to see real
curriculum reform, we must simultaneous
achieve reform of assessment practices.
photos/67953162@N00/3033590171/ (Bredekamp & Rosegrant 1992, p.29)

5. 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)
http://www.flickr.com/photos/84861681@N00/1235568187/

6. What do we mean by Assessment?
•Diagnostic •Traditional (criterion
•Formative based)
•Summative •Inquiry
•Conversational •Project
•Portfolio •Performance
•Self-Reflective •Problem

7. Can you define each of the terms
in the previous slide?
Which forms are most important?
Rank them?
How do you apply each in your
practice?

9. Assessment of 21st century
Skills
 Support a balance of assessments, including high-quality
standardized testing along with effective classroom
formative and summative assessments
 Emphasize useful feedback on student performance that
is embedded into everyday learning
 Require a balance of technology-enhanced, formative and
summative assessments that measure student mastery of
21st century skills
 Enable development of portfolios of student work that
demonstrate mastery of 21st century skills to educators
and prospective employers
 Enable a balanced portfolio of measures to assess the
educational system’s effectiveness at reaching high levels
of student competency in 21st century skills
From Partnership for 21st Century Skills

10. FeedBack
 Timely
 Appropriate and reflective
 Honest & Supportive
 Focused on learning
 Enabling – receiving feedback with out the opportunity to
act upon it is frustrating, limiting and counter productive.
Students must be able to learn from and apply this feedback

13. Design for 21st Century
Assessment

14. UbD
Wiggins and McTighe
Content
Skills and
Literacies

15. Informal
Tests and Academic Performance
checks for
Quizzes Prompts Tasks
understanding

16. Shift from Product to Process

17. Mixing the Tech with the
Design
•What do I want them to do?
• How can I make the learning visible?
•How can I make sure feedback and
reflection are frequent?

19. Diagnostic Assessment
Blog Posts Google Forms

20. Self and Peer Review

21. Formative Assessment
Blogs/Reflective Journals Shared Docs

22. Wikis Polling Options
 DyKnow
 PollEverywhere
 Clickers

23. Shared Notebooks Skype Chat/Whiteboard Space
Vyew

26. WebAssign

27. Inquiry Based Learning
Models
Habits of Mind
Skills

28. Digital Writing/Writers Workshop
Conversational Assessment-Rich with
Comments and Feedback
Blogging
Collaborative
Writing
Rutgers New
Humanities/
Writer’s House

29. Performance Based Assessment
Performance-based assessments "represent a
set of strategies for the . . . application of
knowledge, skills, and work habits through
the performance of tasks that are meaningful
and engaging to students“
(Hibbard and others, 1996, p. 5)
http://www.flickr.com/photos/38107604@N00/505594648/

30. Project Based Learning
Models
Rubrics/Checklist
Skills

31. Project Based Learning
•AP Museum
Wiki
Final Project
•WikiBooks
•Adv History Documentaries
•Frederick Douglass Debates
•Global Climate Change Symposium

32. InterCultural Literacy

33.  Graphic Novels – History Overview
 Facebook 1800

34. WHAT DO WE KNOW ABOUT
COLLEGES AND TECH
INTEGRATION TRENDS

35. What Colleges Are Thinking
Assessment approaches must do three things:
first, satisfy the highest standards of reliability and
validity so results can be meaningfully compared;
second, be engaging to the student, constituting a
significant learning as well as an assessment
opportunity; and third, be recognized as authentic
by faculty by assessing skills seen as critical for
college graduates to master.
Summative assessments typically meet one or two of
these criteria, but rarely meet all three of them.
Collegiate Learning Assessment.org

36. Movement in College Physics
 Simulation – V Python
 Modeling - Stella
 Video Analysis – Logger Pro
 Visualization with CAS
 Traditional Labs

37. Movement in Humanities

40. Tracking Changes - RSS
i
Google Reader
Feedbeater

41. Social Bookmarks
i
Diigo
Delicious

47. Bransford et al. (2000, p. 6) note that the
“… sheer magnitude of human knowledge
renders its coverage by education an
impossibility; rather, the goal is conceived
as helping students develop the intellectual
tools and learning strategies needed to
acquire the knowledge to think
productively.”
http://www.flickr.com/photos/43925496@N00/280143435/

50. Rubrics
Checklists
Assessment Devices
Student Generated
Skill s, Life Skills, Content
Reources:
Classroom Assessment and Grading that Works – Marzano
Rubistar
Kathy Schrock’s Guide for Educators

51. Google- Blogger, Docs, and Reader
Wikispaces
Zoho
Diigo
ACCOUNT CREATION