Archive of ‘assessment’ category

PISA Estonia China US

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https://www.washingtonpost.com/politics/2019/12/17/chinas-education-system-produces-stellar-test-scores-so-why-do-students-head-abroad-each-year-study/

Education scholars have already critiqued PISA as a valid global measure of education quality — but analysts also are skeptical about the selective participation of Chinese students from wealthier schools.

Second, Chinese students, on average, study 55 hours a week — also No. 1 among PISA-participating countries. This was about 20 hours more than students in Finland, the country that PISA declared to have the highest learning efficiency, or reading-test-score points per hour spent studying.

But PISA analysis also revealed that Chinese students are among the least satisfied with their lives.

Students look overseas for a more well-rounded education

Their top destination of choice, by far, is the United States. The 1.1 million or so foreign students in the United States in 2018 included 369,500 Chinese college students

hostility in U.S.-China relations could dampen the appeal of a U.S. education. Britain, in fact, recorded a 30 percent surge in Chinese applicants in 2019, challenging the U.S. global dominance in higher education.

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https://www.edweek.org/ew/articles/2019/12/03/us-students-gain-ground-against-global-peers.html

Immigrant students, who made up 23 percent of all U.S. students taking PISA, performed significantly better compared to their native-born peers in the United States than they did on average throughout the OECD countries.

https://www.msn.com/en-us/finance/news/pisa-rankings-2019-four-chinese-regions-top-international-student-survey/ar-BBXGCZU

The survey found that 15-year-old students from Beijing, Shanghai, and the eastern provinces of Jiangsu and Zhejiang ranked top for all three core subjects, achieving the highest level 4 rating.

Students from the United States were ranked level 3 for reading and science, and level 2 for math, while teens from Britain scored a level 3 ranking in all three categories.

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Looking for Post-PISA Answers? Here’s What Our Obsession With Test Scores Overlooks

https://www.edsurge.com/news/2019-12-03-looking-for-post-pisa-answers-here-s-what-our-obsession-with-test-scores-overlooks

By Tony Wan     Dec 3, 2019

Andreas Schelicher, director of education and skills at the OECD—the Paris-based organization behind PISA wrote that “students who disagreed or strongly disagreed with the statement ‘Your intelligence is something about you that you can’t change very much’ scored 32 points higher in reading than students who agreed or strongly agreed.”

Those results are similar to recent findings published by Carol Dweck, a Stanford education professor who is often credited with making growth mindset a mainstream concept.

“Growth mindset is a very important thing that makes us active learners, and makes us invest in our personal education,” Schleicher states. “If learning isn’t based on effort and intelligence is predetermined, why would anyone bother?”

It’s “absolutely fascinating” to see the relationship between teachers’ enthusiasm, students’ social-emotional wellbeing and their learning outcomes, Schleicher notes. As one example, he noted in his summary report that “in most countries and economies, students scored higher in reading when they perceived their teachers as more enthusiastic, especially when they said their teachers were interested in the subject.

In other words, happy teachers lead to better results. That’s hardly a surprising revelation, says Scheleicher. But professional development support is one thing that can sometimes be overlooked by policymakers when so much of the focus is on test scores.

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https://nces.ed.gov/surveys/pisa/
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more on Estonia in this IMS blog
http://blog.stcloudstate.edu/ims?s=estonia

Performance Assessment

What Is Performance Assessment?

February 5, 2019 https://www.edweek.org/ew/articles/2019/02/06/what-is-performance-assessment.html

William Heard Kilpatrick  “The Project Method”

Today, despite major advances in ways to measure learning, we still don’t have common definitions for project-based learning or performance assessment.

In the absence of agreed-upon definitions for this evolving field, Education Week reporters developed a glossary

Proficiency-based or competency-based learning: These terms are interchangeable. They refer to the practice of allowing students to progress in their learning as they master a set of standards or competencies. Students can advance at different rates. Typically, there is an attempt to build students’ ownership and understanding of their learning goals and often a focus on “personalizing” students’ learning based on their needs and interests.

Project-based learning: Students learn through an extended project, which may have a number of checkpoints or assessments along the way. Key features are inquiry, exploration, the extended duration of the project, and iteration (requiring students to revise and reflect, for example). A subset of project-based learning is problem-based learning, which focuses on a specific challenge for which students must find a solution.

Standards-based grading: This refers to the practice of giving students nuanced and detailed descriptions of their performance against specific criteria or standards, not on a bell curve. It can stand alone or exist alongside traditional letter grading.

Performance assessment: This assessment measures how well students apply their knowledge, skills, and abilities to authentic problems. The key feature is that it requires the student to produce something, such as a report, experiment, or performance, which is scored against specific criteria.

Portfolio: This assessment consists of a body of student work collected over an extended period, from a few weeks to a year or more. This work can be produced in response to a test prompt or assignment but is often simply drawn from everyday classroom tasks. Frequently, portfolios also contain an element of student reflection.

Exhibition: A type of performance assessment that requires a public presentation, as in the sciences or performing arts. Other fields can also require an exhibition component. Students might be required, for instance, to justify their position in an oral presentation or debate.

Performance task: A piece of work students are asked to do to show how well they apply their knowledge, skills, or abilities—from writing an essay to diagnosing and fixing a broken circuit. A performance assessment typically consists of several performance tasks. Performance tasks also may be included in traditional multiple-choice tests.

 

avoid mistakes microcredentialing

The Seven Deadly Sins Of Digital Badging In Education

An academic institution’s digital badging initiative is getting off the ground and students are “earning” badges, or micro-credentials, but are they actually providing value to the student toward his or her future career?
Parth Detroja, bestselling author of Swipe to Unlock
According to a report by the University Professional and Continuing Education Association (UPCEA), one in five institutions now offers digital badges, but as educators tinker with micro-credentialing, digital badging initiatives at educational institutions can prove worthless to students due to seven common mistakes.
1. (Operational Inefficiency) Making faculty and staff manually issue badges
2. Issuing badges without authentic evidence
3. Issuing badges randomly
4. Expecting students to manually claim badges
5. Hiding badges where employers won’t look
6. Storing badges in a separate silo
7. Issuing badges that don’t match to internships or jobs
Troy Markowitz is Vice President of Academic Partnerships at Portfolium

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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredentialing

Exemplary Course Program Rubric

Exemplary Course Program Rubric

http://www.blackboard.com/resources/catalyst-awards
if problems with the link above, try this one:
/bb_exemplary_course_rubric_apr2017.pdf

Course Design

Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.

Interaction and Collaboration

Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.

Assessment

Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.

Learner Support

Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.

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more on online teaching in this IMS blog
http://blog.stcloudstate.edu/ims?s=online+teaching

more on rubrics in this IMS blog
http://blog.stcloudstate.edu/ims?s=rubric

digital assessment

Unlocking the Promise of Digital Assessment

By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017

https://www.facultyfocus.com/articles/teaching-with-technology-articles/unlocking-promise-digital-assessment/

The proliferation of mobile devices and the adoption of learning applications in higher education simplifies formative assessment. Professors can, for example, quickly create a multi-modal performance that requires students to write, draw, read, and watch video within the same assessment. Other tools allow for automatic grade responses, question-embedded documents, and video-based discussion.

  • Multi-Modal Assessments – create multiple-choice and open-ended items that are distributed digitally and assessed automatically. Student responses can be viewed instantaneously and downloaded to a spreadsheet for later use.
    • (socrative.com) and
    • Poll Everywhere (http://www.pollev.com).
    • Formative (http://www.goformative.com) allows professors to upload charts or graphic organizers that students can draw on with a stylus. Formative also allows professors to upload document “worksheets” which can then be augmented with multiple-choice and open-ended questions.
    • Nearpod (http://www.nearpod.com) allows professors to upload their digital presentations and create digital quizzes to accompany them. Nearpod also allows professors to share three-dimensional field trips and models to help communicate ideas.
  • Video-Based Assessments – Question-embedded videos are an outstanding way to improve student engagement in blended or flipped instructional contexts. Using these tools allows professors to identify if the videos they use or create are being viewed by students.
    • EdPuzzle (edpuzzle.com) and
    • Playposit (http://www.playposit.com) are two leaders in this application category. A second type of video-based assessment allows professors to sustain discussion-board like conversation with brief videos.
    • Flipgrid (http://www.flipgrid.com), for example, allows professors to posit a video question to which students may respond with their own video responses.
  • Quizzing Assessments – ools that utilize close-ended questions that provide a quick check of student understanding are also available.
    • Quizizz (quizizz.com) and
    • Kahoot (http://www.kahoot.com) are relatively quick and convenient to use as a wrap up to instruction or a review of concepts taught.

Integration of technology is aligned to sound formative assessment design. Formative assessment is most valuable when it addresses student understanding, progress toward competencies or standards, and indicates concepts that need further attention for mastery. Additionally, formative assessment provides the instructor with valuable information on gaps in their students’ learning which can imply instructional changes or additional coverage of key concepts. The use of tech tools can make the creation, administration, and grading of formative assessment more efficient and can enhance reliability of assessments when used consistently in the classroom. Selecting one that effectively addresses your assessment needs and enhances your teaching style is critical.

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more on digital assessment in this IMS blog
http://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/

analytics on demand

Free Webinar: Driving Decisions With Data

with Analytics On Demand, you can add value to your library’s existing data and unlock key insights about your community.

Monday, July 24, 2017 12 p.m. Central

Tune in to this free 60-minute webcast Joining us for this webinar are:

  • Jason Kucsma, deputy director, Toledo Lucas County (Ohio) Public Library
  • Liz Bondie, education sales consultant, Gale, a Cengage company

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more on data analytics in this IMS blog
http://blog.stcloudstate.edu/ims?s=analytics

blockchain credentialing

AAEEBL (The Association for Authentic, Experiential and Evidence-Based learning) starts the Baston Blog

Blockchain Credentialing: What Impact Will it Have?
Posted By Trent Batson Ph. D.

blockchain credentialing, big news since the MIT Media Lab offered an open source means of credentialing using blockchain technology (the technology behind bitcoin).

Blockchain credentialing makes verification of credentials much simpler and less time consuming, according to the articles I’ve collected below.  Even IBM has entered the arena.

As with badges, we in the eportfolio world need to be aware of the trend toward blockchain credentialing.  I’ve sorted through the links below so I could select those I thought would be most useful for you.

http://www.learningmachine.com/credentials.html

https://www.edsurge.com/news/2016-06-07-mit-media-lab-introduces-blockchain-technology-for-credentials

https://campustechnology.com/articles/2016/05/16/how-blockchain-will-disrupt-the-higher-education-transcript.aspx — the Phil Long interview

https://www.gartner.com/doc/3279217/reinventing-education-credentials-using-blockchain

https://bitcoinmagazine.com/articles/holberton-school-begins-tracking-student-academic-credentials-on-the-bitcoin-blockchain-1463605176

https://www.linkedin.com/pulse/blockchain-identity-credentials-enough-eric-korb?articleId=8359553479741654341

http://thenewstack.io/one-school-using-bitcoin-blockchain-authenticate-degrees/

https://console.ng.bluemix.net/docs/services/blockchain/index.html

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more on badges in this blog

http://blog.stcloudstate.edu/ims?s=badges

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