1. Assessment: Building a Framework for Successful Learning 1 st Annual AIG Mini-Conference Watson School of Education-UNCW February 27, 2009 Edward J. Caropreso, PhD AIG Program Coordinator caropresoe@uncw.edu 910.962.7830

2. Assessment: Building a Framework Target Goal Continuous Successful Learning The highest level possible outcome: – Student self-regulated learning Basis for sustained learning: – Self-regulation based on Metacognitive awareness, Acquisition & application effective assessment strategies Yielding appropriate data collection & interpretations Resulting in independent & appropriate decision-making about learning 2

3. Assessment: Building a Framework 2-part Foundation Knowledge of learner characteristics – How gifted learners vary; similar & different from non- gifted learners – Impact of developmental change on learning Knowledge of assessment strategies – How alternative assessment strategies complement typical/traditional assessment – Systematic methods for decision-making framework 3

4. Assessment: Building a Framework 2-part Foundation Knowledge of assessment strategies Alternative Assessment Defined (NCREL) Alternative Assessment Defined NCLRC: Alternative Language Assessment teAchnology: Background-strategies-tools Alternative Assessment Primer EmTech: Resources 4

5. Assessment: Building a Framework 4 “Pillars” of Assessment Collaboration: Teacher + Students = broad base of support Metacognitive skills development & use: – Teacher training & support – Learner developed competencies Peer assessment: – Inter-personal framework: individual learners’ working together = increased base of support – Distributed foundation for information acquisition = increased frame of reference for decision-making Self-assessment: – Intra-personal framework: learners developing individual knowledge & skills = complementary assessment & decision-making 5

6. Assessment: Building a Framework 4 “Pillars” of Assessment Collaboration: Teacher + Students = maximum support –S–Shared responsibility –S–Shared authority –R–Reciprocal trust –D–Developing skills –M–Managing resources –U–Understanding limitations –S–Seeking support Working together/collaboratively requires a lot of TIME! –D–Developing appropriate knowledge & skills –D–Developing appropriate relationships 6

7. 4 “Pillars” of Assessment Metacognitive skills: – Teacher training & support – Learner developed competencies Metacognition: – http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1metn.htm http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1metn.htm – http://www.youtube.com/watch?v=eRPVQFSmoqU http://www.youtube.com/watch?v=eRPVQFSmoqU – http://chiron.valdosta.edu/whuitt/col/cogsys/metacogn.html http://chiron.valdosta.edu/whuitt/col/cogsys/metacogn.html – http://tip.psychology.org/meta.html http://tip.psychology.org/meta.html – http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm – http://video.google.com/videosearch?hl=en&as_epq=metacognition&as_oq= &as_eq=&num=10&lr=&as_filetype=&as_sitesearch=&as_qdr=all&as_rights= &as_occt=any&cr=&as_nlo=&as_nhi=&safe=images&q=%22metacognition%2 2&um=1&ie=UTF-8&ei=KzCkSdCnN- CbtweFjZXWBA&sa=X&oi=video_result_group&resnum=4&ct=title# – http://metacognition.org/ http://metacognition.org/ 7

8. Assessment: Building a Framework 4 “Pillars” of Assessment Metacognition& Gifted Learners: Prufrock Blog: http://resources.prufrock.com/GiftedChildInformatio nBlog/tabid/57/articleType/ArticleView/articleId/174 /Metacognition-and-Gifted-Children.aspx http://resources.prufrock.com/GiftedChildInformatio nBlog/tabid/57/articleType/ArticleView/articleId/174 /Metacognition-and-Gifted-Children.aspx Shepard&Kanevsky: Grouping study Munro: Metacognitive aspects of gifted learners ERIC: Developing metacognition 8

9. Assessment: Building a Framework 4 “Pillars” of Assessment Peer assessment: – Inter-personal framework: individual learners’ working together = increased base of support – Distributed foundation for information acquisition = increased frame of reference for decision- making 9

10. Assessment: Building a Framework 4 “Pillars” of Assessment Peer assessment: Peer assessment: Defined (FoundationCoalition.org) EducationWorld: Peer assessment & thinking NCLRC: Peer & Self Assessment Dartmouth Writing Institute: Example Assessment for Learning Site 10

11. Assessment: Building a Framework 4 “Pillars” of Assessment Self-assessment: – Intra-personal framework: learners developing individual knowledge & skills = complementary assessment & decision-making 11

12. Assessment: Building a Framework 4 “Pillars” of Assessment Self-assessment: Self-assessment defined Assessment for Learning Site NZ Self-Peer Assessment Workshop Scribd: Assessment for learning strategies 12

13. Assessment: Building a Framework Target Goal The framework’s “roof” pointing toward a “sky” of limitless potential Successful Continuous Learning Student self-regulated learning –S–Supported by Metacognitive awareness Effective assessment strategies Appropriate data & interpretations Increasingly independent & appropriate decision-making about learning Twin Foundations –L–Learner characteristics –A–Assessment knowledge 13