1. The challenges of assessment in a new learning culture
Olga Dysthe
University of Bergen
Norway

2. A new learning culture
based on insights of constructivist and sociocultural perspectives of learning
deals with new demands on education due to changes in society

3. OVERVIEW: 5 CHALLENGES I. The ’wash-back effect of assessment”
II. A changing world – new expectations to education
III. Aligning theories of learning and assessment
IV. Practicing new modes of assessment (institutions, teachers and students)
V. Countering the strong international trend of measurement and accountability

4. What lessons can we learn?
1. Learning and assessment cultures can change
2. Assessment as engine in the change process
3. Researchers + teachers = strong force
4. The need for theoretical underpinning of assessment practice: major conceptual shift
5. Quality assurance of new assessment forms
”what you assess is what you get”
WHY CHANGE? To prepare students for future demands of broader writing competence

5. II. The challenge from changes in society – new expectations
COMPETENCES MOST NEEDED IN FUTURE
Example 1:
OECD program for higher education ”Tuning education strategies in Europe”:
Large scale investigation in 16 countries
university graduates
employers
academics

6. OECD-countries’ competency list:
1. Capacity for analysis and synthesis
1. Capacity to learn
1. Problem solving
2. Capacity for applying knowledge in practice
3. Capacity to adapt to new situations
3. Concern for quality
4. Information management skills
4. Ability to work autonomously
5. Teamwork
6. Capacity for organisation and planning
“Tuning education strategies in Europe” 2003

7. Key question: How to foster and assess broad competences?
Australia 2003: National, standardized ”Graduate Skills Assessment Test”
US: plans for large scale ”objective” tests
Shavelson: ”We need to assess the whole range of what we value, not just the cognitive outcome of education”

8. A national poll of education goals in the United States
Sense of maturity and ability to manage on one’s own (71%)
Ability to get along with people (68%)
Problem solving and thinking abilities (63 %)
High-technology skills (61%)
Specific expertise and knowledge (60%)
Writing and speaking ability (57%)
Responsibility of citizenship (44%)
Immervahl 2000

9. My conclusion
New modes of assessment are needed to foster and to assess the broad range of educational goals for the 21st century

10. Distinguishing factors of new modes of assessment
Contextualized
Broader aspects of learning – multiple sources
Purpose: primarily learning, not selection
Integration of assessment in learning process
Shift from low levels of competence to higher
Social and affective aspects included
The teacher plays an important role in assessment
More student involvement in assessment processes – not just as objects
peer and self assessment

11. III. The challenge of aligning theories of learning and assessment
Lorrie Shepard:
ies: traditional testing and measurement aligned with behaviorist theories of learning, hereditary views of intelligence and social efficiency curriculum
“Because it is difficult to articulate or confront formal theories once they have become a part of popular culture, their influence may be potent but invisible long after they are abandoned by theorists” (Shephard 2000, p 1068)

12. Shepard (2001), Scientific Measure- ment Herditarian Theory of IQ
Assoc. & Behaviorist
Learning
Theories
Social Efficiency Curriculum
Traditional Testing
Construct.
Theories of
Curriculum & Instruction
Classroom Assess-ment
Reformed Vision of Curric.
Cognitive, Construct. ,
Situative Learning Theories
20th cent Dominant Paradigm (ca 1900s )
Dissolution of Old Paradigm:
New Views of Instruction/
Old Views of Testing
(ca )
Emergent Paradigm (ca )
Shepard (2001),

13. Views of knowledge and learning- consequences for assessment?
Behaviorist perspective
quantitative: how much? - atomistic items
Cognitive
general principles, strategies, problem solving
The situative /sociocultural
Participation
Integration
Identity formation
Multiple intelligences

14. IV. Challenges to teachers and students in practicing portfolios
Two portfolio definitions:
A portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress, or achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for judging merit, and evidence of the student’s self reflection (Paulson, Paulson & Meyer (1991p. 60).
Portfolio assessment is a purposeful, multidimensional process of collecting evidence that illustrates a student’s accomplishments, efforts, and progress (utilising a variety of authentic evidence) over time” (Gillespie et al 1996 p. 487).

15. portfolios Two origins The competency movement
Externally defined standards and norms
Example: The European Language Portfolio
Humanism & constructivism
Personal development, understanding
Wide scope for students’ own documentation of their learning
Reflection, metacognition, peer response

16. A Norwegian assessment project: electronic portfolios in teacher education
Department of Teacher Education University of Oslo
University College of Vestfold
University College of Stord/Haugesund
Subject areas where portfolios were used
Norwegian literature and language
Pedagogy
Mathematics
Natural science
Religion
Subject didactics
Overall finding: high student satisfaction
Dysthe & Engelsen: Mapper som pedagogisk redskap 2003
Wittek: Mapper som lærings- og vurderingsform 2003

17. Some challenges of portfolio assessment 1
Balancing summative and formative assessment
Balancing teacher and student control
Balancing individual and collaborate work
Digital portfolios:
” filing cabinet or learning arena”?

21. Challenges of portfolio assessment 2
”Giving students the tools they need to succeed”
Digital literacy and CSCL competence
How to deal ethically with sources (plagiarism, referencing)
Peer assessment
Reflection Self assessment
Giving & utilizing feedback
Negotiating and using quality criteria
How to assess and mark portfolios

22. V. The challenge from global trends towards testing and accountability
California revisited
Scandinavia ?
Research needed
to clarify theoretical basis of new modes of assess
to document learning effects and critical factors
to understand how to improve feedback and use
to investigate constructive use of criteria
to develop self and peer assessment
to expand traditional concepts of validity & reliability
to improve the quality of new modes of assessment

23. My line of argument If student learning is our concern
Changes in society warrants a new learning culture
Alternative assessment needed to foster and assess the broad range of competence needed in the 21 century
New assessment need to be aligned with theories of knowledge and learning
Students and teachers need
New forms of assessment need quality assurance in order to gain legitimacy and in order to withstand the strong international measurement trend