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Assessment in Inquiry

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Information about Assessment in Inquiry

Published on March 18, 2008

Author: lenva

Source: slideshare.net

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ASSESSING INQUIRY

Inquiry Learning Inquiry learning is difficult to do well. Inquiry learning, done well, will require changes to classroom practice, school structures and procedures, school resources, and classroom programmes.

Inquiry learning is difficult to do well.

Inquiry learning, done well, will require changes to classroom practice, school structures and procedures, school resources, and classroom programmes.

Seven BIG Learning Messages Intelligence is not fixed Effort is as important as ability Learning is strongly influenced by emotion We all learn in different ways Deep learning is an active process Learning is messy We learn from the company we keep

Intelligence is not fixed

Effort is as important as ability

Learning is strongly influenced by emotion

We all learn in different ways

Deep learning is an active process

Learning is messy

We learn from the company we keep

Successful Inquiry Involve students in initial planning Sharing learning goals Negotiating success criteria Planning questions which further learning Using strategies which maximise student thinking and articulation

Involve students in initial planning

Sharing learning goals

Negotiating success criteria

Planning questions which further learning

Using strategies which maximise student thinking and articulation

Not all students learn in the same way How you perceive information How you process information How you organise and present information A learning style has three main aspects

How you perceive information

How you process information

How you organise and present information

 

Balance between opportunity and capacity

What do we think is important for our students to learn? What do we need to teach?

What is important for our students to learn? Information literacy skills reasoning critical thinking the ability to justify or refute our existing knowledge problem solving communication skills

Information literacy skills

reasoning

critical thinking

the ability to justify or refute our existing knowledge

problem solving

communication skills

Learning to Learn Skills Goal setting Organisation and time management Tracking and asking for assistance Self and peer reflection Critiquing Presenting Skills Use of ICT Use of software Layout and design Vocabulary studies Listening Speaking Public speaking Discussion Taking notes Making notes or drafting Using thinking skills Citing references Sorting and organising Interpreting and analysising Synthesising and applying Questioning skills Selecting skills Key words (Identifying and using) Searching the Internet Using contents page and index Skimming and scanning and reading for detail Research Skills

Learning to Learn Skills

Goal setting

Organisation and time management

Tracking and asking for assistance

Self and peer reflection

Critiquing

Presenting Skills

Use of ICT

Use of software

Layout and design

Vocabulary studies

Listening

Speaking

Public speaking

Discussion

Taking notes

Making notes or drafting

Using thinking skills

Citing references

Sorting and organising

Interpreting and analysising

Synthesising and applying

Questioning skills

Selecting skills

Key words (Identifying and using)

Searching the Internet

Using contents page and index

Skimming and scanning and reading for detail

Basic, Scientific and Technological Literacy Visual and Information Literacy Cultural Literacy and Global Awareness Adaptability and Managing Complexity Curiosity, Creativity and Risk Taking Higher Order Thinking and Sound Reasoning Teaming, Collaboration and Interpersonal Skills Personal and Social Responsibility Interactive Communication Prioritising, Planning and Managing Results Effective Use of Real World Tools High Quality, Meaningful Results 21st Century Skills Inventive Thinking: Effective Communication: High Productivity: Digital Age Literacy:

Basic, Scientific and Technological Literacy

Visual and Information Literacy

Cultural Literacy and Global Awareness

Adaptability and Managing Complexity

Curiosity, Creativity and Risk Taking

Higher Order Thinking and Sound Reasoning

Teaming, Collaboration and Interpersonal Skills

Personal and Social Responsibility

Interactive Communication

Prioritising, Planning and Managing Results

Effective Use of Real World Tools

High Quality, Meaningful Results

Inventive Thinking:

What is assessment?

What is assessment? An ongoing process aimed at understanding and improving student learning Evidence that students know, can do and understand It’s more than just collecting data

An ongoing process aimed at understanding and improving student learning

Evidence that students know, can do and understand

It’s more than just collecting data

Assessment Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills

Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills

Authentic assessment Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world.

Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world.

What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Effort -Goal orientation Learning -Content knowledge -Ability to apply content knowledge -Skills -Dispositions and attitudes -Performances

Student learning characteristics

-Ability differences

-Learning styles

Student motivational characteristics

-Interest

-Effort

-Goal orientation

Learning

-Content knowledge

-Ability to apply content knowledge

-Skills

-Dispositions and attitudes

-Performances

Why do we need to assess?

Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort)

To find out what the students know (knowledge)

To find out what the students can do, and how well they can do it (skill; performance)

To find out how students go about the task of doing their work (process)

To find out how students feel about their work (motivation, effort)

Ways we can assess True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews

True –False Item

Multiple Choice

Completion

Short Answer

Essay

Practical Exam

Papers/Reports

Projects

Questionnaires

Inventories

Checklist

Peer Rating

Self Rating

Journal

Portfolio

Observations

Discussions

Interviews

Self Assessment Data Gathering Understanding Reflection/Analysis Creativity

Data Gathering

Understanding

Reflection/Analysis

Creativity

Evidence of Data Gathering Have I gathered enough information? Do I have sufficient evidence of research? Have I described/defined the problems that are at the core of my inquiry? Self Assessment

Evidence of Data Gathering

Have I gathered enough information?

Do I have sufficient evidence of research?

Have I described/defined the problems that are at the core of my inquiry?

Evidence of Understanding Do I understand the information/material I am researching? Have I used my own words to summarise my research? Self Assessment

Evidence of Understanding

Do I understand the information/material I am researching?

Have I used my own words to summarise my research?

Evidence of Reflection/Analysis Does my work show that I have used the information to form my own ideas? Have I addressed the issues at the core of my inquiry? Have I drawn conclusions? Self Assessment

Evidence of Reflection/Analysis

Does my work show that I have used the information to form my own ideas?

Have I addressed the issues at the core of my inquiry?

Have I drawn conclusions?

Evidence of Creativity Have I created anything that shows my own views and opinions of my inquiry? Have I taken any action to do something about my findings? Self Assessment

Evidence of Creativity

Have I created anything that shows my own views and opinions of my inquiry?

Have I taken any action to do something about my findings?

Assessment Conversations “ When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better. When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.” Linda Reif

“ When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better.

When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.”

Linda Reif

‘ In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’ Eric Hoffer

‘ In times of change the learners will inherit the earth,

while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’

Eric Hoffer

Working in your team - Looking at your inquiry plan for next year: Decide on exactly what it is that you are going to assess Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed. List the criteria you will assess against. Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.

Looking at your inquiry plan for next year:

Decide on exactly what it is that you are going to assess

Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed.

List the criteria you will assess against.

Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.

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