The Classroom Assessment Makeover Dr. Bernard Bull Bernard.bull@cuw.edu

Who was William Farish? 1759-1837

“Explore the Possibilities”

Educational Ruts

Culture of earning vs Culture of Learning

What is the purpose of a letter grade?

Proposed Benefits of Letter Grades Mass Customized Learning in an Age of Empowerment and Load Bearing Walls A motivator for students The next level uses them. The key to academic rigor. Compare performance across organizations. They work fine, so why change?

Questionable Uses A punishment A carrot A judgment of student ability & commitment to academic excellence Measure of student learning alone A reliable indicator of future success

Feedback & Assessment Versus Grading This is not about getting rid of letter grades, but about moving beyond them. Feedback & Assessment Versus Grading

The Course – Real World Gap

What is the absolute best evidence? Authentic Assessment What is the absolute best evidence?

Formative or Summative Assessment Checkup or an autopsy Low stakes or high stakes Checking for understanding & adjustment or checking and documenting. Practice versus “the big event” Assessment for and as learning versus assessment of learning

What happens when formative assessment is absent?

What happens when summative assessment is absent?

Feedback Sources Instructor Peer Self Computer-generated Computer-generated & adaptive People beyond the academy

The Syllabus Test http://business.illinois.edu/elearning/cob-online/sample-syllabus-for-online.html

An Overview

Competency-based Assessment Documenting evidence of performance or learning as it relates to a specific standard or competency. Rides a bicycle for 300 feet without falling over or running into anything. Verifying evidence.

Competency-based Assessment Provides focus to the lesson and learning activity. Challenges & motivates learners to reach the standard. Reduces learner anxiety due to unclear expectations. Refines feedback. Enables personalized pathways to learning.

Narrative Feedback written, audio, video Rich description Rapport Resembles feedback in “the real world” Teaching opportunities Describe progress over time.

Peer Feedback Shared vocabulary What is the focus? Clear expectations

Before & During Before Define goals Select groups Select the “place” Set the agenda During Monitor Coach http://www.vkmaheshwari.com/WP/?p=385

Self Assessment

Self Assessment Self-assess with a teacher-provided rubric Student-created rubrics Learning contract “Muddy point” discussion board Exit ticket self-assessments Letter to self Include 1-paragraph self-assessment with each submission or at the end of a discussion

Competency-based Assessment Aligned with real work tasks & skills Rubrics Standards-based report card Authentic assessments.

Portfolio Assessment Move from assessment abstractions to “the real thing” Document progress Document meeting of outcomes or standards Collect artifacts to share with the “real world”

Class-Level Portfolio Collet and submit best work at the end of the class. Portfolio checkpoints Self-assessment / reflection attached to each artifact. Include presentation and peer assessment. Student organize artifacts according to course objectives.

+ What is a digital badge? meta-data A visual/digital symbol that indicates evidence of specific knowledge, skill, accomplishments, etc. meta-data +

What is a digital badge? meta-data Description Badge Issuer Criteria

The Syllabus / Course Makeover Activity 1 The Syllabus / Course Makeover

The Classroom Assessment Makeover Dr. Bernard Bull Bernard.bull@cuw.edu