Thinking about assessment
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Transcript of Thinking about assessment
Thinking about assessment
Charles DershimerProfessional Certification @ HFA DearbornDirector of W.K. Kellogg - Woodrow Wilson
Teaching Fellows @ U-M Ann Arbor
Assessment
“knowledge, through evidence, about what has changed”
Goals
Use reflection activities to help you think about the role of assessment in a design thinking curriculum
Introduce you to the assessment tools developed for Foundations of Innovation
Provide you with a framework to help you design your own assessment tools
Δ = Changes
STEP 1 What are two things that have changed in you over these three days?
(a) Think to yourself “what is different…?”(b) Pair with someone from school(c) Share with group
Assessment Informs…
Students of their progress in developing knowledge and skills for empathy, mindsets, and design process (INSTRUCTIONAL)
Teachers about the success of the tasks for supporting learning (COURSE)
Administrators how well design thinking is helping the school achieve its goals (PROGRAMATIC)
Δ = Visualizing Changes
STEP 2 What is a good metaphor to describe “learning” about design thinking over these three days?
(a) Draw a before and after image representing learning(b) Organize with school team(c) Share themes with group
Assessment needs evidence…
Δ = Documenting Changes
STEP 3 What have you done over these three days that counts as observable evidence for “learning” about design thinking?
(a) Think about evidence of your own progress…(b) Find a partner from a different school team and discuss(c) Share examples with group
3 Difficulties with assessment
1. It is hard to describe the end point before we begin…
• Where do we want the students to end up? (Class Year Graduation?)
• How do deal with the tension of open ended solutions? (Backpack vs. Carry All)
3 Difficulties with assessment
1. It is hard to describe the end point before we begin…
2. It is hard to identify what develops…• The container vs. the apprentice• Articulation over time
3 Difficulties with assessment
1. It is hard to describe the end point before we begin…
2. It is hard to identify what develops…3. It is hard to document what is going on
inside based on what can be observed…• How do we grade students?• How do we show our stake holders the
value of this process?
Pause…
Assessment Overview
Design Challenges
Step 5
Step 6
Stop, Drop and Reflect &
Show
what you know
Step 1
Step 2
Step 3
Step 4
FOI Assessment Tools
• Goals & Skills Articulation – Grid & Rubric• Design Notebook & Portfolio - Checklist• Show What You Know Presentations – Rubric• Stop Drop and Reflect Writing – Rubric
end point skills…
what develops…
Programmatic Rubric
Process, Communication, Risk (Creative Confidence)
Show What You Know
Formative and Summative:• ✚ Exceeds Meets Δ Towards ✔ MissingCategories:• Tasks (degree of completion)• Design Thinking Goals (knowledge and skill
descriptions)• Artifact (process and component check)
Show What You Know
Creative Confidence
• What do we think it is?Examining Tim Brown’s view
Creative Confidence?
Creative Confidence? • Model it! Model creative confidence• Creative play needs ground rules a script, space and time- orientation and
transitions (prevent chaos and harm), sense of what is purposeful, play community
• Trust/security for play behaviors/knowing the rules– How is this related to social/racial status?– Undoing of what understanding of rules/social scripts– Need rules to break the old rules
• Trust for creativity- • Exploration – get to quantity caution: self editing / model becomes right
answer…• Role Play – “act it out” rules vs. stereotypes, timing, goal directed• Building- (hands on) Finished product vs. process • meeting the needs of differentiation in the classroom
How might we…
…assess creative confidence in the curriculum?