Assessment: Time to Put It in Context | Edutopia - The Diigo Meta page

• 31 Mar 13
  

  Gretel Patch

  assessment

  • A primary purpose of assessment is to give ongoing feedback to teachers and learners on how to improve learning
  • If we truly believe learners learn in different ways and at different paces, curriculum, instruction, and assessment need to be much more flexible than the wooden approach of "Read the chapter, listen to the lecture, and answer the questions at the back of the book. The quiz will be on Friday."
  • see the curriculum transformed into a project-based curriculum, as opposed to the twentieth-century model of textbook-and-lecture-based curriculum
  • The teacher becomes more a manager of students' projects and learning processes than a direct instructor. Students themselves take on more of the responsibility of instructing others as they work in project-based teams
  • comprehensive assessment
  • improving assessment limits development of better curriculum and instruction, because assessment drives instruction
  • Would any of us get in a car with a sixteen-year-old who had passed only the written test?
  • recognize that performance is what counts
  • football teams and acting companies have a common form of assessment when hiring an athlete or an actor. It's called a tryout or an audition
  • The assessment of the activity looks very much like the activity itself
  • The difference between instruction and the assessment of instruction vanishes
  • We urgently need assessment systems that measure student understanding and performance at these much deeper levels. And we need systems that can assess how well students can work together with others, the social intelligence skill

  10 more annotations...

• 12 May 08
  

  kim tufts

  assessment education teaching capstone web2.0

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  education 21st_century

• 10 May 08
  

  Dave Truss

  assessment

• 26 Apr 08
  

  Anne Bubnic

  Assessment of project based learning remains somewhat of a mystery, because we have few models of assessment systems that match with project-based curricula and student-centered instruction. Our GLEF Agenda advocates for a full spectrum view of assessment, what we call comprehensive assessment. This vacuum around improving assessment limits development of better curriculum and instruction, because assessment drives instruction. What gets measured gets taught. And, as Einstein indirectly observed, it's become too convenient to confine assessment to counting test scores.

  PBL ctap4data assessment best practices

Page Comments

• 
  Dave Truss on 2008-05-10
  The implications for instruction are clear: The teacher becomes more a manager of students' projects and learning processes than a direct instructor. Students themselves take on more of the responsibility of instructing others as they work in project-based teams.

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