iCTLT Authentic Assessment
62
Investigating Authentic Assessment with Web 2.0 The International Conference on Teaching and Learning with Technology, Singapore, 2008
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TAS presentation from the International Conference on Teaching and Learning, Singapore, August 2008
Transcript of iCTLT Authentic Assessment
Investigating Authentic Assessment with Web 2.0
The International Conference on Teaching and Learning with Technology, Singapore, 2008
Intro TAS
1:1 learning
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
MLC Melbourne introduce 1:1
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
TAS Introduces Wireless laptops
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
TAS Staff 1:119
98
MLC Melbourne introduce 1:1
TAS Staff 1:1
TAS Introduces Wireless laptops
Origins19
90
2006
1998
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
TAS Staff 1:1
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
TAS Staff 1:1 conference
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Teaching & Learning Committee (TaLC)
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
TaLC assesses progress
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinatorsTaLC starts investigation student 1:1
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinatorsTaLC recommends 1:1 to coordinators
Origins
2006
2004
TAS Staff 1:1
2005
Teaching & Learning Committee (TaLC)TAS Staff 1:1 conference
TaLC assesses progressTaLC starts investigation student 1:1
TaLC recommends 1:1 to coordinators
Changing&Staying the same
Constructionist
Constructionist
Collaborative
Constructionist
Collaborative
Creative
Constructionist
Collaborative
Creative
Complementary
Authentic Assessment
A type of assessment in which students perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
Source: Jon Mueller, http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm
?
Student-centred
Self-directed
Complex, negotiated, open-ended
Interdisciplinary
Multimedia
Collaborative
Reflective
Authentic Assessment
CompareAuthentic Information Age Multimedia
Real-worldInformalAsynchronousPersonalisedNegotiatedCollaborativePeer and self-assessed
TraditionalIndustrial AgePaper-basedArtificialFormalSynchronousStandardisedControlledCompetitiveTeacher-assessed
1. Complex tasks over a sustained period. Negotiated milestones
2. Integrated and interdisciplinary
3. Require opportunities for reflection and feedback
4. Creation of polished products valuable in their own right
5. Allow multiple solutions
Authentic Assessment
Constructionist
Multiple intelligences
Revised Bloom’s
21st century skills
Pedagogy
Highly literate
Problem solvers
Effective communicators
Intellectual risk takers
Active citizens who are globally aware
21st Century Students
Web 1.0
One Way Web - knowledge consumption
Web 2.0
Two Way Web - tools that enableCreation and sharing of knowledge
Why Web2.0?
Connectommunicateollaboratereate
http://www.21stcenturyskills.org/
Web 2.0 Blogs, Wikis and Literacy
Improve writing quality
Connect with others’ ideas
Promote “ethical publishing”
Usability - little technical knowledge
Multimedia (range of learning styles)
Web 2.0 Tools
Web 2.0 Tools
Connectingommunicatingollaboratingreating
http://www.21stcenturyskills.org/
A student movie published online - viewed over 1600 times, powerful motivator and feedback for a student
Connectingommunicatingollaboratingreating
http://www.21stcenturyskills.org/
Challenges
Resource/time heavy
Validity and reliability of measures, eg marking, reporting on group work, peer and self-assessment, plagiarism,
Student and parent resistance
“Authenticity”
Encourage autonomy & choice
Explore primary sources
Use “analyze”, “predict”, and “create”
Students help design learning experiences
Encourage metacognition
Inspire students
do teachers practise?
• Importance of reflection
• Do we model what we want to see?
• Do we epitomise experience to the extent that it is “unreal” ie not reflective of real world.
• Is the real world appropriate for students?
• Are we control freaks? what ramifications...
Resources
http://lowenddslr.com/img/steps-led.jpg http://www.21stcenturyskills.org/ http://electronicportfolios.com/web20.htmlhttp://fromnowon.org/mar98/flotilla2.html
