Slides for March 3, 2014 DLMOOC panel discussion from Peter Kannam

1. Deeper Learning
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2. PISA
Unlike
many
tests,
including
other
interna;onal
assessments,
PISA
was
designed
from
the
outset
explicitly
to
measure
many
deeper
learning
competencies.
PISA
also
reports
the
propor;on
of
students
who
perform
at
six
performance
levels,
which
are
based
on
the
difficulty
of
the
tasks
students
are
asked
to
perform.
Those
at
Levels
5
and
6,
who
can
complete
the
most
cogni;vely
complex
tasks,
are
considered
“top
performers.”
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3. Deeper Learning Levels
Test
Ques;ons
(Level
2)
Helen
the
Cyclist
Helen
has
just
got
a
new
bike.
It
has
a
speedometer
which
sits
on
the
handlebar.
The
speedometer
can
tell
Helen
the
distance
she
travels
and
her
average
speed
for
a
trip.
Ques;on
On
one
trip,
Helen
rode
4
km
in
the
first
10
minutes
and
then
2
km
in
the
next
5
minutes.
Which
one
of
the
following
statements
is
correct?
A.
Helen's
average
speed
was
greater
in
the
first
10
minutes
than
in
the
next
5
minutes.
B.
Helen's
average
speed
was
the
same
in
the
first
10
minutes
and
in
the
next
5
minutes.
C.
Helen's
average
speed
was
less
in
the
first
10
minutes
than
in
the
next
5
minutes.
D.
It
is
not
possible
to
tell
anything
about
Helen's
average
speed
from
the
informa;on
given.
3
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4. Deeper Learning Levels
Test
Ques;ons
(Level
6)
Helen
the
Cyclist
Helen
has
just
got
a
new
bike.
It
has
a
speedometer
which
sits
on
the
handlebar.
The
speedometer
can
tell
Helen
the
distance
she
travels
and
her
average
speed
for
a
trip
Ques;on
Helen
rode
her
bike
from
home
to
the
river,
which
is
4
km
away.
It
took
her
9
minutes.
She
rode
home
using
a
shorter
route
of
3
km.
This
only
took
her
6
minutes.
What
was
Helen's
average
speed,
in
km/h,
for
the
trip
to
the
river
and
back?
Average
speed
for
the
trip:
.....................
km/h
4
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5. Deeper
Learning
Levels
• At
Level
6
students
can
conceptualize,
generalize,
and
u;lize
informa;on
based
on
their
inves;ga;ons
and
modelling
of
complex
problem
situa;ons.
They
can
link
different
informa;on
sources
and
representa;ons
and
flexibly
translate
among
them.
Students
at
this
level
are
capable
of
advanced
mathema;cal
thinking
and
reasoning.
These
students
can
apply
this
insight
and
understandings
along
with
a
mastery
of
symbolic
and
formal
mathema;cal
opera;ons
and
rela;onships
to
develop
new
approaches
and
strategies
for
aaacking
novel
situa;ons.
Student
at
this
level
can
formulate
and
precisely
communicate
their
ac;ons
and
reflec;ons
regarding
their
findings,
interpreta;ons,
arguments,
and
the
appropriateness
of
these
to
the
original
situa;ons.
5
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6. The OECD Test for Schools
A
Richer
Measure.
Assesses
knowledge
of
math,
reading,
and
science,
as
well
as
student
acquisi;on
of
key
deeper
learning
skills,
such
as
cri;cal
thinking
and
problem
solving.
Data
Rich.
Schools
get
detailed
reports
with
analysis
of
test
results
and
student
survey
data.
Manageable.
A
sample
of
between
85
(for
most
schools)
and
49
(for
small
schools)
15-­‐year-­‐old
students
is
needed.
CTB/
McGraw
Hill
administers
the
test,
analyzes
the
results,
and
produces
the
reports.
Only
3.5
hours,
including
surveys
and
breaks,
flexible
tes;ng
window,
paper
and
pencil
test.
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