But despite frustration with testing and concerns about letter grades, schools know that measuring and communicating student progress remains as vital as ever – if not more. As the level and complexity of student learning have increased, technology is playing a critical role in improving assessment. Smart ‘adaptive tests’ adjust the difficulty of assessment items as students progress through them for more precise measurement. Other kinds of technology-enhanced questions such as drawing or arranging graphics or text “allow students to demonstrate more complex thinking and share their understanding of material in a way that was previously difficult to assess using traditional means,” notes the U.S. Department of Education. Indeed, future testing may be ‘stealth,’ unnoticed by students as it is integrated into the regular learning process: “The record of a student’s time-on-task, keystrokes and mouse-clicks collected by interactive ebooks, adaptive instructional software, and educational games provides a multitude of data for 7 firstname.lastname@example.org educators to track a student’s learning progress, and offers the potential to blend instruction with both formative and summative assessments into one continuous process that engages the student,” observes former district technologist Gee Kin Chou.
In this context, what will it take to fix assessments and grades? By focusing on the intended purposes of assessment, schools and educators can take concrete steps to reimagine assessment. Those steps could very well lead us not only to better testing but better teaching and better schooling.
Purpose of Assessment
Rather, assessment ought to be an indicator of, and even a means for, mastery of the content and skills that students need to be successful in college, career, and life. Good assessment serves three primary purposes:
Innovative Approaches To Assessment
Redesigning our systems of assessments and creating new, better tests can be daunting – but its effects could be inspiring. Imagine how public education might look and feel different if we approached assessment in this way:
No matter your role in schooling, it is time to move toward a vision of assessments that enhance learning. While the responsibility for shifting policies and practices rests with administrators and school leaders, individual teachers can make a difference. They can craft authentic assessments whose data capture true learning, administering only assessments whose results inform specific actions. Above all, teachers and schools can dissolve the boundaries between assessment and learning, by putting more measurement tools and transparent data directly in the hands of students; in this way, with the informed support of teachers and parents, students can guide their own learning and begin to master their own destinies.
Differentiated instruction with Liz Kroeker
Teachers Set the path, but learners, some of them follow the path, and some wander around the path through the forest to get to the end.
Differentiation is done throughout the journey to include all the travelers
Learning style- create different paths to get to the end
Obstacles - in the path, neurological constructs are a Barrier:
Key ones in the article,
Attention controls: FASD add, anxiety etc
Memory- Working memory:
Spatial sequential order: first this then that then that. They don't see cause and effect. They can't tell you what happened or the order it happened in. What happened at recess, the fight? They literally can't tell you what happened. They only know what happen at the end, they can' tell you or remember what happened at the beginning.
Language - ELL or language disorder or disability, autism spectrum, they don't understand what you are saying.
Social cognition: social intelligence, read social cues. Can't pick up facial cues
Used to talk about teaching to the typical child and then accommodate for fringe learners, but NOW we know that most kids are in the woods due to any number of factors, poverty, emotional reasons, sleep deprived etc
Needs to be two years behind grade level (esp by grade 4) then we need to be looking at assessment for IEP
Strategies for Differentiation:
Always try to be ahead of the behaviour. Anticipate in your planning the needs of the students, all the students. "Essential for some, beneficial for all"
Karina Strong is currently a full time Education student at VIU in the Post Bac program. Her undergraduate degree is in Social Work and Small Business Management. She is a professional Circus performer and owner of Vesta Entertainment, a multifaceted entertainment company on Vancouver Island.