TABS CWRA Handouts

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Handouts from the TABS session on the CWRA entitled "Stop Counting Fish"

Transcript of TABS CWRA Handouts

  • stop counting fish

  • performance task1 of 3

  • Bad

  • john austin

    We ask our students, quite

    simply, to count fish.

    creating an academy of learners.

  • the need for adifferent assessment

  • institutions are equipped to improve 21st century skills

    when they connect teaching, learning, and assessment

    through authentic, performance-based practices

  • performance task2 of 3

  • performance task3 of 3

  • (a) William Shakespeare(b) John Updike

    (c) Ernest Hemingway(d) None of the above

    Rewards factual recallFails to gauge transferability

  • ContentKnowledge

    ContentSkills

    GeneralKnowledge

    GeneralSkills

  • ContentKnowledge

    ContentSkills

    GeneralKnowledge

    GeneralSkills

  • ContentKnowledge

    ContentSkills

    GeneralKnowledge

    GeneralSkills

  • ContentKnowledge

    ContentSkills

    GeneralKnowledge

    GeneralSkills

  • so what?

  • The provision of transferrable skills is

    as important as the provision of content

    so what?

  • so what?

    The top ten in-demand jobs in 2010 did not exist in 2004.

    We are currently preparing students for jobs that dont yet exist

    using technologies that have not yet been invented

    in order to solve problems that we dont even know are problems yet.

  • Did You Know? | www.youtube.com/watch?v=YmwwrGV_aiE

  • Proportion of employers who say MORE emphasis

    should be paid to specific selected learning

    outcomes

    so what?

  • the ability to effectively communicateorally and in writing

    73%

  • critical thinking andanalytic reasoning skills

    73%

  • application of knowledge and skills to real world settings

    73%

  • the ability to analyzeand solve complex problems

    64%

  • What happens when a town is confronted by an

    increase in drug use

    (during an election season)

  • bias

  • small sample

  • quantitative reasoning

  • appropriate comparison group

  • correlation vs. causation

  • Incorrect (improper?) use of data

  • ability to filter

  • what is all of this measuring?

  • growth

  • value-added

  • contributions of sub-traits

  • comparison to other institutions

  • comparison to peer groups

  • but to what purpose?

  • subverting accountability

    admissionscriteria

    exit exam

  • targeting areas for improvementby grade level

  • targeting areas for improvementby characteristic

  • targeting areas for improvementby characteristic

  • targeting areas for improvementby characteristic

  • =targeting areas for improvementby subscore

  • targeting areas for improvementone-on-one guidance

  • 8th gradersstarting spring 2013

  • aligning

    collaboration

  • collegiatelearningassessment.com/contact

  • aligning

    faculty development

  • performance taskbonus

    None of the top ten jobs that will exist in 2010 exist today. Rather than focusing on specific technologies or specific problems, we need to equip students with those concepts that are common to all problems, all technologies, all skills

    The Jobs Revolution: Changing How America Works. 2004

  • The provision of transferrable skills is

    as important as the provision of content

  • opportunities to participate

    January:Performance Task Academy in New York

  • opportunities to participate

    March:Performance Task Academy in Chicago

  • opportunities to participate

    Spring 2012:

    January 28-April 15 cwra

    April 1-May 31 cwra+

    $22 per student

  • chris jackson212.217.0845cjackson@cae.orgcollegiatelearningassessment.org/cwrapresentations

    TABShandoutsTABShandouts2.pdf