Assessment And Evaluation in the Age of Networked Learning

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Information about Assessment And Evaluation in the Age of Networked Learning

Published on October 17, 2007

Author: teachandlearn

Source: slideshare.net

Description

Presentation for the 2007 K12 Online Conference. Full title: Initiating and Sustaining Conversations: Assessment and Evaluation in the Age of Networked Learning.
(Please note:
Slideshare distorted some files after uploading.
This presentation is also available on blip.tv: http://blip.tv/file/430904).

INITIATING AND S US TAINING CONVERS ATIONS : AS S ES S MENT AND EVALUATION IN THE AGE OF NETWORKED LEARNING Konrad Glogows ki Onta rio Ins titute for S tudie s in E duc a tion Unive rs ity of Toronto h ttp:/ www.ois e .utoronto.c a / h ttp:/ www.te a c h a ndle a rn.c a / / blog

As s e s s m e nt Ne e ds to b e C onve rs a tiona l Image Credit: dhammza http://flickr.com/photos/dhammza/88536167/

B log s in th e C la s s room • Awa y fro m “S c h o o l Writin g ” • Inq u iry-Orie n te d Ap pro a c h

Inq uiry-Orie nte d C urric ulum (G ordon We lls , 1995) • Th e m e s h ou ld c h a lle n g e s tu d e nts to e xte n d th e ir in te re s ts a n d d e ve lop n e w s kills . • Th e th e m e s h o uld a wa ke n a s e ns e of c urio s ity. • F o ru m wh e re s tu d e nts c a n fre e ly e xp re s s id e a s a n d a s k q u e s tio ns .

C onve rs a tiona l As s e s s m e nt • Ta ke a dva nta g e of intrins ic m otiva tion. • As s e s s a nd e va lua te th roug h c onve rs a tion s th a t g uide a nd e ng a g e . Image credit: ecstaticist: http://flickr.com/photos/ecstaticist/447721982/

Mih a ly C s iks z e ntm ih a lyi F LOW Th e m e n ta l s ta te o f o p e ra tio n in wh ic h th e p e rs o n is fu lly im m e rs e d in wh a t h e or s h e is d o ing , c h a ra c te riz e d b y a fe e lin g o f e n e rg iz e d fo c u s , fu ll in vo lve m e n t, a n d s uc c e s s in th e p roc e s s o f th e a c tivity.

F LOW 1. Go als are Cle ar. 2. Fe e dbac k is Imme diate . 3. A Balanc e be twe e n Oppo rtunity and Capac ity. 4. C onc e ntra tion De e pe ns . 5. Th e P re s e nt is Wh a t Ma tte rs . 6. C ontrol is No prob le m . 7. Th e S e ns e of Tim e is Alte re d. 8. Th e Los s of E g o.

Initia ting a nd S us ta ining C onve rs a tiona l As s e s s m e nt GOALS NEED TO BE CLEAR Image Credit: wili hybrid http://flickr.com/photos/wili/214316968/

How to G row a B log

How to G row a B log

How to G row a B log

Initia ting a nd S us ta ining C onve rs a tiona l As s e s s m e nt FEEDBACK NEEDS TO BUILD AGENCY, BE MEANINGFUL AND IMMEDIATE Image credit: teachandlearn http://flickr.com/photos/teachandlearn/1120228454/

Initia ting a nd S us ta ining C onve rs a tiona l As s e s s m e nt FLOW: A BALANCE BETWEEN OPPORTUNITY AND

S e lf-As s e s s m e nt S h e e t

Wh o Am I?

Wh o Am I?

Wh o Am I?

Wh o Am I?

Ins truc tiona l S c a ffolding / onve rs a tions C “a d ia lo g u e b e twe e n te a c h e r a n d le a rn e rs in wh ic h th e te a c h e r lis te n s c a re fu lly to g ra s p th e s tu d e n ts ’ c om m u n ic a tive in te nt, a n d ta ilo rs th e dia lo g u e to m e e t th e e m e rg in g un d e rs ta n d in g o f th e le a rne rs ” (Th a rp & G a llim o re , 1 9 91 ).

Ins truc tiona l S c a ffolding (La ng e r, 1984) • Own e rs h ip of th e Le a rn in g E ve n t • App ro pria te ne s s o f th e In s tru c tio n a l Ta s k • S up p o rtive In s tru c tion • S h a re d R e s po n s ib ility • Inte rn a liz a tio n

Two P illa rs of Ha ppine s s Diffe re ntia tio n : “invo lve s re a liz ing th a t we a re u n iq ue in dividu a ls , re s p on s ib le fo r o u r o wn s urviva l a n d we ll-b e in g , wh o a re willing to d e ve lo p th is u n iq ue n e s s wh e re ve r it le a d s , wh ile e n jo yin g th e e xp re s s io n o f o u r b e in g in a c tio n .”

Two P illa rs of Ha ppine s s In te g ra tio n : “re a liz a tio n th a t h o we ve r u n iq ue we a re , we a re a ls o c o m p le te ly e nm e s h e d in n e two rks o f re la tio n s h ip s with o th e r h u m a n b e ing s , with c u ltu ra l s ym b o ls a n d a rtifa c ts , a nd with th e s u rro u n din g n a tu ra l e n viro nm e nt.

Lind a R ie f: “Wh e n kid s a re g ive n c h o ic e s in wh a t th e y re a d a nd wh a t th e y write , a n d tim e to th in k a b ou t wh a t th e y a re do in g , th e ir writin g a n d re a d in g g e t b e tte r. Wh e n we tru s t th e m to s e t g o a ls a nd to e va lu a te th e ir le a rn ing in p ro g re s s , we will b e g in to re a liz e th a t th e y kn o w m uc h m o re th a n we a llo w th e m to te ll u s th ro u g h o u r s e t c urric ulu m s , o ur s ta n d a rdiz e d te s ts , o u r writing s a m p le s .” (D. H. G ra ve s , a n d S u n s te in , B . S . (E d s .), P ortfolio P o rtra its .)

In itia ting a n d S u s ta in ing C on ve rs a tio ns : As s e s s m e n t a n d E va lu a tio n in th e Ag e o f Ne two rke d Le a rn in g Th a nk Y ou! Ko n ra d G lo g o ws ki h ttp :/ www.te a c h a n d le a rn .c a / lo g / b

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