1. Exploring Four Approaches and a SideBar:
I Assessing Basic Skills
Using Computer Adaptive Testing
Assessing 21st Century II Assessing Higher Order Thinking Skills
Learning
III Sidebar: PARCC & SMARTER BALANCED.
OESIS, February 1, 2013
IV Assessing Non-Cog
V Putting it Together:
PBL, Digital Portfolios, and Demonstrations of
Learning.

2. Kevin Mattingly, dean of faculty
at Lawrenceville School (NJ):
• “We talk about 21st century
skills and conceptual
frameworks, and we say, this
is what our kids need!
• How, then, do we find out
and evaluate what they
know, probing empathetically
Assessing What Matters
and fair-mindedly?”

3. – Technology-based assessments that
combine cognitive research and
theory about how students think with
multimedia, interactivity, and
connectivity.
– This can be done within the context
NETP of relevant societal issues and
problems that people care about in
everyday life.
– Systems can be designed to capture
students’ inputs and collect evidence
of their knowledge and problem-
solving abilities.

4. My Goal Today:
Explore and examine an array of tools and
techniques situated in, suited to, and/or aligned
with blended learning which effectively provide
assessments of, for, and as 21st century learning.

5. Commission on Accreditation
Criterion 13
The standards require a school to provide
evidence of a thoughtful process, respectful
of its mission, for the collection and use
in school decision-making of data (both
external and internal) about student learning

6. Will Richardson

8. Assessing of Basic Skills Using
Computer Adaptive Testing

9. Measures of
Academic
Progress™
(MAP)

10. MAP Testing is a tool that becomes an
extension of our mission, which is to
maximize individual growth.
Pam Shaw, Canton Country Day School (OH)

12. • Traditional/Conventional Standardized Testing Updated
• Computer Adaptive Assessment
• Web/Browser based admin, available for online schools
• More frequent (3x) than once a year
• Reporting on not just achievement but growth
• More rapid feedback to teachers
• More detailed analysis of student proficiency
• Comprehensive curricular resources aligned with
proficiency.

13. Sample Math Question
• Notice the calculator.
• To use it, click the
numbers with your mouse.

14. Sample Reading Question
• Read the passage and
select the best answer
• Click the <Go on> button

16. DesCartes Example
Student Scores a RIT range of 171-180 on the Goal Strand of Estimation and Accurate
Computations

17. Teachers using online portal, grabbing student
reports and class reports– and using curriculum
alignment resources.
Parents and tutors getting these same reports
for supplemental instruction as needed.

20. Blended Assessment of
Higher Order Thinking Skills

23. “CWRA is doing truly
groundbreaking work in
developing assessments
of the skills that matter
most in the 21st century.”
The beauty of the
CLA/CWRA is that it tests
skills all teachers should
be accountable for
teaching in every class

24. What is a performance task?
Students assume
roles in a scenario that is a situated "real
world" and contains the types of problems
they might need to solve in the future or the
present. Often documents must be
evaluated for informing answers.
The task requires critical thinking, analytical
reasoning and problem solving.
Communication skills are used in describing
the solution.

29. St Gregory Students Discuss the CWRA video
Long version:
http://www.youtube.com/watch?v=w20K0YY22IA
Short version:
http://www.youtube.com/watch?v=Y4qgDXUrc4
w

30. Haverford

31. OECD TEST FOR SCHOOLS
BASED ON PISA
Have you ever wanted to
compare your school’s
effectiveness with the world’s
best national educational
systems?

32. PISA TESTING VIDEO:
http://www.youtube.com/watch?v=q1I9tuScLUA

33. BLOOD DONATION NOTICE
Blood donation is essential.
There is no product that can fully substitute for
human blood. Blood donation is thus irreplaceable
and essential to save lives.
In France, each year, 500,000 patients benefit from a
blood transfusion.
The instruments for taking the blood are sterile and
single-use (syringe, tubes, bags).
There is no risk in giving your blood.
Blood donation:
It is the best-known kind of donation, and takes from 45 minutes to 1
hour.
A 450-ml bag is taken as well as some small samples on which tests and checks will be
done.
- A man can give his blood five times a year, a woman three times.
- Donors can be from 18 to 65 years old.
An 8-week interval is compulsory between each donation.

34. Question 1
Level 2 item – 81.2% of students across OECD can perform tasks at least at
this level

35. Section II. Your School’s Results in an
EXAMPLE: International comparisons of international context
your school’s performance: PISA 2009 School ABCD
Countries and Economies Reading: 512 Mathematics: 513 Science: 507
Your school’s results are statistically significantly above
Your school’s average score is not significantly different
Compared to Percentiles (to be developed)
Your school’s results are statistically significantly below
Country or Reading Mathematical Scientific
Compared to Averages Economy literacy literacy literacy
Country or Reading Mathematical Scientific Shanghai-
Economy literacy literacy literacy China
Shanghai- Korea
China
Finland
Korea
Canada
Finland
United States
Canada
United
United States Kingdom
United Germany
Kingdom
Turkey
Germany
OECD Average
Turkey
OECD Average

37. Bringing Performance Task in house:
Trans-disciplinary & Collaborative:
“Collaboratively designing and assessing these
performance tasks in-house was our very best kind
of PD”
Albemarle County PS
Virginia Beach PS
Performance Task Academies from CWRA
(Worcester Academy)

38. OCT:
Open Computer Testing
What matters is no longer what one knows, but what
one can do with what one knows and with information
one can access, evaluate, and apply.
Tony Wagner
For a set of resources including sample tests,
www.21k12blog.net/oct

39. Open Computer Testing
Will Richardson 19 BOLD IDEAS VIDEO:
http://vimeo.com/45152953

40. From BBC News, about Denmark
At five to nine, the room falls silent. One of the
teachers stands in front of the class and explains the
rules. She tells the candidates they can use the
internet to answer any of the four questions. They
can access any site they like, even Facebook, but
they cannot message each other or email anyone
outside the classroom.
Minister for education in Denmark, Bertel Haarder,
says: “Our exams have to reflect daily life in the
classroom and daily life in the classroom has to
reflect life in society.

41. • We don’t have to memorize everything- which is
basically what is going to happen in actual careers you
don’t have to memorize everything you need to know
you can look it up on the fly.
• By having the internet available you can get a lot
more information to use on your exam and get a better
understanding.
• You still need to memorize and learn the basics.
• We are still studying to learn how to apply facts on the
test.
• And we are studying to determine what the most
efficient way to find the information.

43. Sidebar

44. ―Today is the day that
marks the beginning of
the development of a
new and much-
improved generation of
assessments for
America’s
schoolchildren.
Beyond the Bubble Tests: The Next
Generation of Assessments – Secretary
Arne Duncan’s Remarks to State
Leaders
September 2, 2010

45. ―For the first time, many
teachers will have the
state assessments they
have longed for—tests
of critical thinking skills
and complex student
learning that are not
just fill-in-the-bubble
tests of basic skills but
support good teaching
in the classroom.‖
September 2, 2010

46. ―In performance-based
tasks, which are
increasingly common in
tests administered by the
military and in other fields,
students are given a
problem and must sift
through a portfolio of tools
and write analytically about
how they would use them
to solve the problem.‖
September 2, 2010

47. PARCC

48. Smarter Balanced

49. PARCC & SMARTER BALANCED PROMISE:
Online ELA & Math assessments, grades 3-8 & HS.
– selected-response,
– constructed-response,
– technology-enhanced,
– and complex performance tasks. (Better in SB,
developed by CWRA)
Computer Adaptive Testing: (Smarter Balanced only)
Formative items and tasks for classroom use.
Professional development modules.
Digital library for sharing vetted resources and tools.

50. Smarter Balanef
SB

51. SB

52. As the public schools move their educational assessment
“beyond the bubble”
– more authentic/situated scenario based performance tasks
– Computer adaptive (SmarterBalanced)
– Better evaluation of 21st c. skills and digital literacies,
– Richer formative assessment Tools:
• Will they be widely available?
– more integrated teacher PD and collaboration tools
Where do we stand?

53. Assessing
Non-Cognitive Skills and Aptitudes

54. Wagner’s 7 Survival Skills
• critical thinking and problem solving
• effective oral and written communication
• accessing and analyzing information
-
• curiosity and imagination
• collaboration across networks and leading by
influence
-
• agility and adaptability
• initiative and entrepreneurship

57. http://www.sas.upenn.edu/~duckwort/

58. • Choate Self-Assessment

59. Students respond to about 40 statements, such as:
• I like to learn for the sake of learning.
• Many people fail to get the recognition they
deserve no matter how hard they try.
Choate admissions gets a rating on each
applicants: self-efficacy, locus of control, and
intrinsic motivation.
10% of unique predictive variance…

60. http://williamsedlacek.info

62. Character and 21st c. skills report cards
www.21k12blog.net

63. St. Andrew’s Episcopal (MD) Effort Report card

64. Assessing Using PBL, Digital Portfolios, and
Demonstrations of Learning

65. Demonstrations of Learning:
“What you do, not what you know, is the
ultimate test of education.” ~PFB Tweet
• Conduct a fluent conversation in a foreign language
about of piece of writing in that language.
• Invent a machine or program a robot capable of
performing a difficult physical task.
• Using statistics, assess whether or not a statement by a
public figure is demonstrably true.
• Assess media coverage of a global event from various
cultural/national perspectives.
• Demonstrate a commitment to creating a more
sustainable future with means that are scalable.

66. Demonstrations Project-Based
of Learning Learning

67. Peer
Assessment
Teamwork/ Self-
Assessment
Collaboration (Perseverance)
Final Product:
Content,
Creativity and
Craftsmanship
Content
Knowledge Expert
Assessment
Tested
Project
Organization
PBL HOLISTIC ASSESSMENT

68. Digital
DoL PBL
Portfolios

69. • High Tech High Digital Portfolios
• New Tech Network Digital Portfolios
Digital Portfolios

71. Quantifying Portfolio Assessment:
• Percentage completing challenging
demonstrations of learning with excellence
• Engaging expert external reviewers of
representative sampling of portfolios
evaluating according to a school-designed
rigorous rubric

72. www.21k12blog.net
jonathanemartin@gmail.com
Twitter: @JonathanEMartin