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Anytime/Anywhere Learning & Authentic Assessment
Anytime/Anywhere Learning & Authentic Assessment
How might I engage in meaningful assessment and cross-curricular work?
How might I engage in meaningful assessment and cross-curricular work?
Focus on what students have learned rather than what they have done (start with this Assessment for Learning Self-Assessment Tool from the Assessment for Learning Project)
Build a think-about checklist for your design process (e.g., Could they have Googled this? Am I asking them to explain/justify their thinking, to connect this learning to prior learning in meaningful ways, to predict how this learning will be important in upcoming units or in the world beyond school?)
Elementary: find a common thread across units or a cross-cutting concept (e.g., inquiry, patterns, power, ethics, thinking like a disciplinarian, etc.)
Secondary: find a partner and common thread in another discipline (it may be easiest to start with STEM vs. Humanities) and create a shared product (e.g. written task template)
Leverage cross-cutting concepts and skills using literacy, math practices, social studies inquiry standards, and the three dimensions of NGSS (Inquiry Planning Cards)
Select a Universal Construct that meets a need within upcoming learning sequences, and determine high-leverage skills based on the conceptual learning needed to be successful (Critical Thinking for inquiry/problem solving; Complex Communication for a research assignment; etc.)
Employ performance tasks and/or performance assessments to connect learning across disciplines
Consider utilizing the Iowa Clearinghouse for Work-based Learning to connect virtually with a local business
Consider utilizing performance assessments from Stanford’s SCALE Performance Database
Consider utilizing performance tasks from the Performance Assessment Resource Bank (by CCSSO, SCALE, and SCOPE)
Create virtual connections (e.g., Flashchats) and field trips
See these 75 Digital Tools for Formative Assessment (NWEA)
Co-create quality criteria with students rather than creating separate rubrics for every learning experience
Take the courses in the AEA Learning Online system on Feedback, Assessment, and Evaluation (Ollie)
Think-abouts for Personalized Assessment
Think-abouts for Personalized Assessment
Assessing personalized learning gaps/needs after a period of virtual learning does not happen all at once. It can happen over the course of the entire year and stretch even longer if necessary.
The key is to DIAGNOSE in a way that makes evident those knowledge, skills, and learning dispositions that can be scaffolded to grade level (or above) with interleaving. Interleaving is mixing practice with multiple skills together rather than than teaching individual skills in a block, which provides ways to DESIGN and DELIVER learning experiences that support learner needs that attends to their personalized pathways.
Another key in accurately diagnosing personalized student learning needs is to focus on an asset-based system where we work to find out what students know and can do rather than just what they don't know or can't do. The focus in on learning, not on the task or content-specific element the student missed out on (e.g., a specific novel, a specific time period in history, a specific lab in science, or a specific project in math) during continuous learning.
Data for assessing student learning needs will come from multiple sources when using the RIOT framework, which will provide a broad array of evidence with multiple means of expression for students, particularly if coupled with the Iowa's SDI framework and the UDL guidelines and strategies. By using proficiency-based rubrics, teachers can assess grade-level targets as well as diagnose progressing and beginning targets, reaching back into previous grade levels as needed for scaffolding.
In addition to competencies, standards, and content, students will need direct instruction in learning how to learn, particularly as it relates to virtual or blended learning structures and processes.
This will require a focus on SEL competencies, the Universal Constructs, and specific learning skills and cognitive strategies that make learners efficient and effective.
These knowledge, skills, and dispositions will be just as important as standards/content to directly instruct, provide feedback on, and assess, so be sure to consider paring back to leave room for this type of learning as well.
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