Archive of ‘assessment’ category
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.
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?
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
more on microcredentialing in this IMS blog
Electronics / Programming Merit Badge Kit – Spinner
Electronics / Programming Merit Badge Kit – Spinner
more on badges in this IMS blog
Exemplary Course Program Rubric
if problems with the link above, try this one:
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 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 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.
more on online teaching in this IMS blog
more on rubrics in this IMS blog
Unlocking the Promise of Digital Assessment
By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017
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.
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.
more on digital assessment in this IMS blog
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
more on data analytics in this IMS blog
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.
https://campustechnology.com/articles/2016/05/16/how-blockchain-will-disrupt-the-higher-education-transcript.aspx — the Phil Long interview
more on badges in this blog
Need to vent: I’m being told to inflate grades.. by the dean from Professors
Badging: Not Quite the Next Big Thing
While badging and digital credentialing are gaining acceptance in the business world and, to some extent, higher education, K-12 educators — and even students — are slower to see the value.
By Michael Hart 07/20/16
That’s when the MacArthur Foundation highlighted the winning projects of its Badges for Lifelong Learning competition at the Digital Media and Learning Conference in Chicago. The competition, co-sponsored by the Bill & Melinda Gates Foundation and the Mozilla Foundation, had attracted nearly 100 competitors a year earlier. The winners shared $2 million worth of development grants.
Evidence of Lifelong Learning
A digital badge or credential is a validation, via technology, that a person has earned an accomplishment, learned a skill or gained command of specific content. Typically, it is an interactive image posted on a web page and connected to a certain body of information that communicates the badge earner’s competency.
Credly is a company that offers off-the-shelf credentialing and badging for organizations, companies and educational institutions. One of its projects, BadgeStack, which has since been renamed BadgeOS, was a winner in the 2013 MacArthur competition. Virtually any individual or organization can use its platform to determine criteria for digital credentials and then award them, often taking advantage of an open-source tool like WordPress. The credential recipient can then use the BadgeOS platform to manage the use of the credential, choosing to display badges on social media profiles or uploading achievements to a digital resume, for instance.
Finkelstein and others see, with the persistently growing interest in competency-based education (CBE), that badging is a way to assess and document competency.
Colorado Education Initiative, (see webinar report in this IMS blog http://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/)
There are obstacles, though, to universal acceptance of digital credentialing.
For one, not every community, company or organization sees a badge as something of value.
When a player earns points for his or her success in a game, those points have no value outside of the environment in which the game is played. For points, badges, credentials — however you want to define them — to be perceived as evidence of competency, they have to have portability and be viewed with value outside of their own environment.
More on badges in this IMS blog:
Five Types of Quizzes That Deepen Engagement with Course Content
By: Maryellen Weimer, PhD,
Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.
Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class
Top Five Tips for Creating Training Quizzes
More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog