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Weblogg-ed » New Assessments for New Learning
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in 20 years, I want to be reading that story about my kids, about their passions being fulfilled in ways that can earn them a living solving problems and helping to make the world a better place
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And I want my kids’ schools to help them do thatthe focus points he provides for assessment:
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- Learn (What did you know? What are you able to do?)
- Understand (What is the evidence that you can apply learning in one domain to another?)
- Share (How did you use what you have learned to help a person, the class, the community or the planet?)
- Explore (What did you learn beyond the limits of the lesson? What mistakes did you make, and how did you learn from them?)
- Create (What new ideas, knowledge, or understanding can you offer?)
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moves the conversation not only away from the standardized framework to a more fluid one, but advocates doing all of it transparently, and, importantly, focuses on group assessments not just individual ones
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It gives a whole different picture of learning as an ongoing process, not an event, not something that can be summed up in the reporting back of a few facts and figures on a short answer test
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Students are not merely consumers of education laboring for their next reward. Their success is measured not just in terms of tests passed, but by the ways in which they apply their earning to help others. They measure their significance not by how they have distinguished themselves, but by the impact that they had on their communities and the world.
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Two depressing facts about assessment keep weighing me down in all of this. First we teach what we assess, and second, we get the assessments we can afford (both in time and in money.)
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a third depressing fact is that this will require us to be able to step out of our own school experience, to be willing to define success in ways that are unfamiliar and more nuanced
Harold Jarche » Social Media and Learning: Implications
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- A loose-knit online learning community can scale to many participants and remain effective.
- Only a small percentage ~10% of members will be active.
- Wikis need to be extremely focused on real tasks/projects in order to be adopted.
- If facilitators can seed good questions and provide feedback, then conversations can flourish.
- Use a very gentle hand in controlling the learners and some will become highly participative.
- Design for after the course, using tools like social bookmarks, so that artifacts can be used for reference or performance support.
- Create the role of “synthesizer”. I found it quite helpful when Tony and Michele summarized the previous week’s activities.
- Keep the structure loose enough so that it can grow or change according to the needs of the community.