Next Generation Assessment: Moving Beyond the Bubble Test to Support 21St Century Learning
Abstract
A forward-thinking look at performance assessment in the 21st century Next Generation Assessment: Moving Beyond the Bubble Test to Support 21st Century Learning provides needed answers to the nation's growing concerns about educational testing in America. Drawing on research and the experiences of leading states and countries, this new book examines how performance assessments can offer a feasible alternative to current high stakes tests. As parents, educators, and policymakers have increasingly criticized the effects of the teaching to the test mandate from the No Child Left Behind Act, the need for this resource has never been more critical. This summary volume to Beyond the Bubble Test speaks to the nationwide unease about current tests' focus on low-level skills, like recalling and restating facts, rather than higher-order skills such as problem-solving, analyzing, and synthesizing information. It illustrates how schools can use authentic assessments to improve teaching and learning as they involve students in conducting research, designing investigations, developing products and solutions, using technology, and communicating their ideas in many forms. This important book: Serves as a must-have resource for those interested in the most current research about how to create valid and reliable performance assessments Explains how educators can improve practice by developing, using, and scoring performance assessments Helps policymakers and educators accurately assess the benefits and possibilities of adopting performance assessments nationally If you're an educator, researcher, graduate student, district administrator, or education policy specialist, Next Generation Assessment is an indispensable resource you'll turn to again and again.
... It was a headache for a variety of critics to observe that the checked frameworks meant rote learning in contrast with the skills of perceiving the problems and solving them. The daily and formalized gauging paradigm excluded the most important learning and development processes and did not assess the entire range of students' potential (Darling-Hammond, 2014). Therefore, the lack of substantial application in these assessments has raised questions concerning their usefulness in planning the future of students outside of the classroom. ...
... This involves analysing the preexisting testing practices, which have not reflected the student-centred context. The general public must know that several practices can be packaged in an accountability system but meet high expectations (Darling-Hammond, 2014). ...
This paper is based on the concept of examining the development and significance of the kinds of assessments that focus on students in present-day learning environments. This work examines the historical context of educational assessment from the oral tradition of the ancients to present-day standardized testing and reflects on the emergence of student-centred paradigms. The discussion also covers the advantages of these techniques, which incorporate higher participation, enhanced learning, and preparation for pragmatic problems, together with the issues encountered in the implementation of these techniques. The paper describes real-life examples of successful use across various learning contexts and looks at potential future developments, including AI-facilitated assessments and virtual environments as learning simulations. If these questions are touched on, it is possible to ask questions about ethics and policy consequences: equity, protection of privacy, and adherence to educational norms. This paper examines how student-centred assessment has applied a solution to several restraining factors of global education, including workforce development and the promotion of global citizenship. The conclusion re-emphasizes the capacity and potential of assessment for improving efficiency, fairness, and the learning experience when learning is placed at the centre. Therefore, this paper confirms that practitioners, educators, policymakers, and researchers should come together to enhance the definition and implementation of these practices in their rightful places, recognizing their importance in preparing students for the challenges of the 21st century.
... Valutare in maniera nuova significa trovare delle modalità per raccogliere evidenze molto più ricche e stratificate, per valutare non una singola prova di verifica di un singolo studente, ma una costellazione di apprendimenti: Questa valutazione "di nuova generazione" (Darling-Hammond, 2014) si operativizza in modalità radicalmente differenti rispetto al modello tradizionale poc'anzi riassunto: a) i compiti di prestazione proposti per la valutazione si ispirano alle sfide del mondo reale (performance assessment, Darling- Hammond, 2014, pp. 15 ss.); b) il compito da svolgere non è tenuto segreto fino all'ultimo, ma viene comunicato subito all'inizio (Reeves, 2010, pp. 309310); c) non è detto che lo stesso compito debba essere svolto da tutti gli studenti insieme, nello stesso posto e nello stesso momento; ...
... 16, 17); h) la valutazione non avviene solo alla fine, ma anche regolarmente durante il percorso 13 ; i) viene valutato non è solo il prodotto finale, ma anche il processo da cui esso è scaturito (Griffin & Care, 2015, p. 13); j) la raccolta delle evidenze necessarie per la valutazione del processo è a carico sia del docente (osservazione diretta), sia degli studenti (diari di apprendimento, portfolio) 14 ; k) la valutazione è sia individuale sia di gruppo (Reeves, 2010, pp. 308, 320-321);l) la valutazione viene effettuata dal docente, dallo studente (self- assessment) e dai compagni (peer-assessment). ...
Partendo da una serie di esperienze didattiche svolte in una una cl@sse 2.0 dotata di iPad in setting 1:1, e parallelamente in altre classi “di controllo” senza iPad, l’autore aspira a offrire un originale apporto di riflessioni sul tema dell’innovazione della didattica tradizionale tramite l’utilizzo quotidiano delle TIC in classe. La tesi centrale del contributo è che l’introduzione dei tablet in classe è una sfida altamente impegnativa, ma formativa sia per il docente sia per gli studenti, perché stimola lo sviluppo, passo dopo passo, di una vera cultura dell’innovazione, non però in modo automatico, ma solamente a condizione che il docente, in quanto «pensatore di sistema radicato nella pratica della sua professione» (Fullan 2006), sia in grado di attivare dinamismi di continua messa in discussione del proprio ruolo e del proprio operato.
... In higher education settings, there are increasing calls to shift away from traditional summative assessment practices, such end of term written tests, to explore methods of assessing learning in alternative ways (Darling-Hammond, 2014). A review of assessment practices by Pereira et al. (2016) concluded that "research over the period indicates benefits for students' learning through assessment practices other than the conventional written test" (p. ...
Background
In higher education settings, there are increasing calls to shift away from traditional summative assessment practices, such end of term written tests, to explore methods of assessing learning in alternative ways. Peer assessment has been advocated as a means of formative assessment to enhance student engagement, empowering students to take responsibility for their own learning. While there is accumulating evidence for the value of peer assessment in higher education, one cannot assume peer feedback will translate appropriately to all settings and educational contexts.
Objectives
This study evaluated the implementation of formative online peer assessment in a nursing and midwifery research methods module. We explored students' expectations, experiences, and ultimately the acceptability of this approach.
Design
A quantitative descriptive study.
Setting
Ireland.
Methods
An online survey to collate expectations and experiences of engagement in peer assessment. Scales were drawn from previous research and non-parametric tests explored changes in perceptions over time. Qualitative content analysis explored patterns evident in open-text responses.
Results
The response rate was 28% (n = 74) at baseline and 31% at follow-up (n = 81). Peer assessment was a new experience for 95% of respondents. Students initially expressed apprehension, perceiving the task as daunting, and doubting their ability to provide feedback to peers. However, through providing instruction and tools to support students in the activity, high levels of satisfaction with the process and the experience were reported. Significant differences in perceptions of peer assessment were evident over time, including an enhanced belief that respondents had the requisite skills to appraise the work of their peers.
Conclusions
In sum, nursing and midwifery students agreed that peer assessment was a valuable learning experience as part of research methods training and critical skills development.
... For Lea andStreet (1998, 2006) learning to communicate within the discipline and its discourse community is essentially a process of socialization that reflects an emergent understanding of and ability to participate in its traditions, including "relationships of power and authority" (as cited by Patterson & Weideman, 2017, p. 11). Darling-Hammond (2014) reiterates the essentially social aspect of 21CSs as "non-routine interactive skills important for collaborative invention and problem solving", for which she shows a dramatic increase in demand, while demand for routine skills, whether analytic or cognitive, has fallen steeply (p. 2). ...
With the help of a learner corpus of academic writing (LCAW) which was collected over a period of three years from the undergraduate preparatory year students in Saudi Arabia, we have attempted to understand the use of AWL words by the EFL undergraduate students for form, meaning and use aspects of word knowledge using three freely available tools: AntConc corpus analysis tools, Tom Cobb’s Compleat Lextotur, and Cambridge English Vocabulary Profile.
... Performance-based constructed response assessments are conceived as more efficient ways of collecting evidence to reflect students' knowledge-in-use ability (Harris et al., 2019), compared to the multiple-choice format ones (Darling-Hammond, 2014). This is because multiple-choice items are difficult to elicit higher-order thinking that is associated with sophisticated cognitions and performance. ...
As cutting-edge technologies, such as machine learning (ML), are increasingly involved in science assessments, it is essential to conceptualize how assessment practices are innovated by technologies. To meet this need, this article focuses on ML-based science assessments and elaborates on how ML innovates assessment practices in science education. The article starts with an articulation of the “practice” nature of assessment both of learning and for learning, identifying four essential assessment practices: identifying learning goals, eliciting performance, interpreting observations, and decision-making and action-taking. I then extend a three-dimensional framework for innovative assessments, including construct, functionality, and automaticity and based on which to conceptualize innovative assessments in three levels: Substitute, transform, and redefine. Using the framework, I elaborate on how the ten articles included in this special issue, Applying Machine Learning in Science Assessment: Opportunity and Challenge, advanced our knowledge of the innovations that ML brought to science assessment practices. I contend that the ten articles exemplify a great deal of effort to transform the four components of assessment practices: ML allows assessments to target complex, diverse, and structural constructs, and thus better approaching the three-dimensional science learning goals of the Next Generation Science Standards (NGSS Lead States, 2013); ML extends the approaches used to eliciting performance and collecting evidence; ML provides a means to better interpreting observations and using evidence; ML supports immediate and complex decision-making and action-taking. I conclude this article by pushing the field to consider the underlying educational theories that are needed for innovative assessment practices and the necessities of establishing a “romance” between assessment practices and the relevant educational theories, which I contend are the prominent challenges to forward innovative and ML-based assessment practices in science education.
Keywords Machine learning, Artificial intelligence, Innovative assessment, Science
... The study of teachers' conception of assessment have become a great interest among the researchers. The researchers used to focus on the studies related to teachers' conception regarding teaching process, curriculum development and learning, now the focus has shifted to investigating teachers' conception on assessment (Ravitch, 2011;Darling-Hammond, 2014). This change of paradigm helps to improve the understanding of teachers' belief on assessment and it impact towards educational system (Opre, 2015). ...
... 28. En el original: The goal of social justice education is to enable people to develop the critical analytical tools necessary to understand oppression and their own socialization within oppressive systems, and to develop a sense of agency and capacity to interrupt and change oppressive patterns and behaviors in themselves and in the institutions and communities of which they are a part (Bell 2007:2) 29. Al respecto ver (CCSSO 2014;Cochran-Smith et al. 2018;Darling-Hammond 2014). La discusión de la nueva ley educativa Every Student Succeeds Act (2015) permite ver mucha de la nueva discusión académica sobre la medida de éxito de una política educativa (Darling-Hammond et al. 2016;Strobach 2018), criticando el escaso valor que aportan a las escuelas si no vienen acompañadas de inversión de recursos humanos y liderazgo escolar (Elmore 2010). ...
Este artículo aborda la relación entre los conceptos de Accountability Social y Accountability Educativo. El análisis de las similitudes, diferencias y tensiones entre estos dos conceptos distintos puede fortalecer la participación ciudadana para la mejora educativa al identificar la gama completa de actores y procesos en la toma de decisiones que influyen en el éxito o fracaso de la política educativa más allá de los maestros.
Al implementar mecanismos de Accountability Social (AS) en el campo de la educación, nos encontramos con dos particularidades: 1) son muchos los actores que participan en la educación, dificultando la identificación precisa de responsables y responsabilidades, y 2) en el campo de la educación existe el concepto de Accountability Educativo (AE) que se refiere a la serie de mecanismos para hacer responsables a las escuelas y a los maestros por sus resultados educativos, por medio de la generación y difusión de pruebas estandarizadas que motiven al cambio y la mejora continua. ¿Son compatibles las aproximaciones de AS y AE?, ¿Cuáles son sus diferencias y semejanzas?, ¿Qué efectos generan estas diferencias en la construcción de soluciones a la crisis de la educación?
Por medio de un análisis comparativo, y profundizando en el caso mexicano, se concluye que tenemos que ver más que la punta del iceberg. La perspectiva de AE es insuficiente, y a veces contraproducente, para el mejoramiento educativo porque posee una serie de sesgos que se centran en los síntomas más que en las causas de los problemas estructurales relacionados con el bajo nivel educativo. Estos sesgos incluyen 1) la reducción de los criterios de éxito de las políticas educativas a los resultados de las evaluaciones estandarizadas, 2) el poco interés en el monitoreo y seguimiento a políticas que se enfoquen en las características de los estudiantes y los factores socioeconómicos en comparación a la responsabilidad que adquieren los maestros en los resultados educativos, 3) la concentración de consecuencias en la última cadena de interacción -maestros y escuelas- que afecta a la comunidad educativa en su conjunto, y 4) dificultades para movilizar a la ciudadanía en torno a la demanda de una mejor educación. La escuela y los maestros son los principales proveedores de los servicios educativos, pero su desempeño no es la única causa del éxito o fracaso educativo.
Por ello, necesitamos construir una visión ampliada de Accountability Social en Educación (ASE), basado en una perspectiva de Derechos Humanos, donde todos asumamos nuestra responsabilidad, dentro y fuera de las escuelas que permita al menos tres cosas: 1) generar criterios de éxito amplios y justos para valorar la política educativa, utilizando diversas metodologías de evaluación y usando los resultados para generar retroalimentación formativa; 2) identificar mejor responsables y responsabilidades, centrándose en aquellos factores que favorecen la equidad y calidad: aumentar la motivación de los alumnos por aprender, disminuir el peso de las desigualdades socioeconómicas y generar escuelas y maestros más solidarios; y 3) el involucramiento de ciudadanos para lograr mejores aprendizajes, asegurando el involucramiento de todos los actores, la construcción de relaciones de confianza mutua, y complementando el acceso a la información local con el seguimiento de políticas a lo largo de la cadena de decisiones.
... Education researchers have extensively problematized the standardized approach to assessing students (Darling-Hammond, 2014;Darling-Hammond, Ancess, & Falk, 1995;Kohn, 2000;Oakes, 2005). Further, beyond the assessment of students, assessments by students of their courses and professors shift predictably along group-based lines: (cis) male professors are rated more positively than (cis) female, White professors are rated more positively than professors of color, and courses that address privilege and racism are rated more negatively (Deo, 2015;Gutiérrez y Muhs et al., 2012;Ladson-Billings, 1996;Nast, 1999;Sensoy & DiAngelo, 2014). ...
Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty. In this article Robin DiAngelo and Özlem Sensoy focus on one entry point for doing so—the faculty hiring process. They analyze a typical faculty hiring scenario and identify the most common practices that block the hiring of diverse faculty and protect Whiteness and offer constructive alternative practices to guide hiring committees in their work to realize the institution's commitment to diversity.
... Therefore, the assessment has to be able to assess their competence accurately. Assessments help teachers clarify the goals and the purposes of their teaching, create learning experiences in real-life contexts, and provide many different ways for students to demonstrate their abilities and skills (Darling-Hammond, 2014). Properly used assessment procedures can contribute directly to the improvement of learning, such as (1) clarifying the nature of the intended learning outcomes, (2) providing short-term goals to work toward, (3) providing feedback concerning learning progress, (4) providing information for overcoming learning difficulties and for selecting future learning experiences, and (5) identifying the next instructional goal (Miller, Linn, & Gronlund, 2009). ...
Item analysis has essential roles in the learning assessment. The item analysis program is designed to measure student achievement and instructional effectiveness. This study was aimed to develop item-analysis program and verify its feasibility. This study uses a Research and Development (R & D) model. The procedure includes designing and developing a product, validating, and testing the product. The data were collected through documentations, questionnaires, and interviews. This study successfully developed item analysis program, namely AnBuso. It is developed based on classical test theory (CTT). It was practical and applicable for Indonesian teachers to analyse test items.
... In addition, curriculum might be considered even worse because it fails to incorporate aspects of African American history, art, and current life in meaningful ways. Finally, assessment in relation to African Americans has been accurately vilified given the fact that most standardized, nationally-normed assessments for language are culturally biased; furthermore, the multiple-choice, closed-ended assessments that have been commonly associated with the Common Core are known to be poorly designed assessments that fail to adequately capture students' critical thinking and higher-order learning (Darling-Hammond, 2014). ...
The purpose of this chapter is to provide an overview of African American children’s oral language skills with the intention of building the understanding of how these skills translate to classroom contexts. The chapter also summarizes the goals of the Common Core that are specifically related to speaking and listening and describes how African American children might meet these goals.
... In the United States (U.S.), assessment has received a great deal of attention from both the popular press (Ravitch, 2011) and education scholars (Darling-Hammond, 2014). Assessment at the national, local, and classroom level should serve multiple purposes; most salient, assessment should be seen and used by teachers to inform their instructional activities (Black & Wiliam, 2009). ...
Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179 K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously.
... In our fast changing, complex, and technological world, students are expected to develop literacy skills that will help them find, evaluate, and use new information to solve problems and communicate (Darling-Hammond, 2014). Individuals who have strong literacy skills have access to crucial experiences with texts, including multimodal texts, which increase their overall knowledge through comprehension. ...
This study incorporated eye movement miscue analysis to investigate two second-graders’ oral reading and comprehension of a counterpoint picture book. Findings suggest the second-graders’ strategies when reading the written and pictorial text affected their comprehension as opposed to the number and location of their eye movements. Specifically, the data highlight the contextual nature of the counterpoint picture book and how the readers’ strategies influenced the ways students navigated the text, what they fixated on while reading the written and pictorial texts, and the effects of these eye movement data on their comprehension. These results highlight the importance of young students’ need to be able to distinguish and value the role of written and pictorial sign systems to facilitate success in an ever-expanding multimodal world.
... Asesmen membantu guru memerjelas perumusan tujuan pembelajaran dan pencapaiannya, juga menciptakan pengalaman dalam menerapkan pengetahuan dengan konteks kehidupan nyata, dan memberikan berbagai cara bagi siswa untuk menunjukkan kemampuan dan keterampilannya (Darling-Hammond, 2014). Prosedur asesmen yang diterapkan secara benar dapat berkontribusi langsung terhadap peningkatan belajar siswa, yakni menglarifikasi sifat hasil belajar, menyiapkan arah tujuan jangka pendek, memberikan balikan terhadap kemajuan belajar, memberikan informasi untuk mengatasi kesulitan belajar dan memilih pengalaman belajar masa depan, serta mengidentifikasi tujuan pembelajaran berikutnya (Miller dkk., 2009). ...
Developing a More Practical and Applicable Item-Analysis Software. This study was aimed to develop item-analysis software, verify its feasibility, and identify the possible problems in using it, employing such research instruments as documentation, questionnaires, and interview guidelines to collect data. The result showed that the product was found to be more practical and applicable for classroom teachers, more specifically in the aspects of practicality and simplicity, usefulness, the substance, and the appearance. This study also revealed the challenges in the utilization of the product: Teachers appear to have little knowledge and skill in using Microsoft Excel program, analyzing items, and handling technical constraints.
Keywords: feasibility, item-analysis software, development
Abstrak: Pengembangan Software Analisis Butir Soal yang Praktis dan Aplikatif. Artikel hasil penelitian dan pengembangan ini memaparkan kelayakan program aplikasi Analisis Butir Soal (AnBuso). Data untuk uji kelayakan diperoleh melalui dokumentasi, kuesioner, dan wawancara, selanjutnya dianalisis secara deskriptif dan menjadi masukan untuk perbaikan. Software AnBuso dan buku panduan pengoperasian telah dimanfaatkan guru untuk melakukan analisis butir soal. Software dinilai layak dilihat dari aspek kepraktisan dan kemudahan, kebermanfaatan, substansi, dan tampilan. Kendala pemanfaatan software terkait dengan kurangnya penguasaan guru dalam pengoperasian program aplikasi Microsoft Excel, kurang terbiasa melakukan analisis butir, dan keterbatasan pemahaman konsep tentang analisis butir.
Kata kunci: AnBuso, kelayakan, analisis butir soal, pengembangan
... Ensuring that effective instructional strategies are used for students with disabilities continues to remain a serious issue (Thurlow, Moen, Lekwa, & Scullin, 2010). Research indicates that the following intervention strategies can successfully increase the effectiveness of interventions: (a) maintaining persistence, continuity, and consistency among school leaders, educators, and support personnel to convey a common message to students with disabilities; (b) monitoring risk behaviors such as absenteeism, behavioral referrals, and grades and tracking the effects of interventions in response to such behaviors; (c) having a caring relationship between the students and a school staff member to show students that educators are not going to give up on them; (d) developing affiliation by encouraging a sense of belonging and participation in school-related activities; (e) teaching 21st century learning skills to students for survival in all environments of the school, home, and community; and (f) use of curricula that are more engaging for students with disabilities (Crothers, Hughes, & Morine, 2011;Darling-Hammond, 2014). ...
This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities. © 2015 by Emerald Group Publishing Limited All rights of reproduction in any form reserved.
... Ensuring that effective instructional strategies are used for students with disabilities continues to remain a serious issue (Thurlow, Moen, Lekwa, & Scullin, 2010). Research indicates that the following intervention strategies can successfully increase the effectiveness of interventions: (a) maintaining persistence, continuity, and consistency among school leaders, educators, and support personnel to convey a common message to students with disabilities; (b) monitoring risk behaviors such as absenteeism, behavioral referrals, and grades and tracking the effects of interventions in response to such behaviors; (c) having a caring relationship between the students and a school staff member to show students that educators are not going to give up on them; (d) developing affiliation by encouraging a sense of belonging and participation in school-related activities; (e) teaching 21st century learning skills to students for survival in all environments of the school, home, and community; and (f) use of curricula that are more engaging for students with disabilities (Crothers, Hughes, & Morine, 2011;Darling-Hammond, 2014). ...
This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.
This study titled “Exploring Continuous Assessment in Private Schools of Kathmandu Valley:
A Teachers’ Perspectives” explores the implementation of continuous assessment systems
aiming to shed light on the context, problems, and rationale for investigating continuous
assessment practices in private schools of Kathmandu Valley through narrative inquiry. It
highlights the significance of the study in addressing the limitations of traditional assessment
methods. My personal experience as a student serves as a backdrop to the research,
emphasizing the impact of memorization-based assessments on individual learning
experiences. The literature review section of the study encompasses a thematic review of
continuous assessment, different approaches to assessments, assessment practices in Nepal, and
a theoretical review of constructivism. I have drawn on constructivist perspectives to explore
the relationship between continuous assessment and learning goals, emphasizing the
importance of aligning assessment with the active construction of knowledge. The study's
findings reveal insights into the challenges posed by traditional assessment methods, the
readiness for change, and the potential benefits of continuous assessment systems. The research
also discusses the implications of continuous assessment practices for educators and
policymakers, highlighting the need for intervention and reform in the education sector.
En consideración del título de este trabajo, quisiera desarrollar algunas ideas a partir de los conceptos que lo componen, para posteriormente detenerme en las pruebas estandarizadas y concluir con unos breves apuntes sobre accountability en educación.
Dijital Hikâye Anlatıcılığı Bağlamında Okuduğunu Anlama ve Dinleme
Becerilerinin Geliştirilmesi
Η αξιολόγηση του/της μαθητή/-τριας συγκροτεί ένα σύνολο εκπαιδευτικών πρακτικών/τεχνολογιών που, συχνά, στοχεύουν στην κατηγοριοποίηση/ταξινόμησή του/της. Στο πλαίσιο της δυναμικής που δημιουργείται από την κριτική στην “Ειδική Εκπαίδευση” και από την υιοθέτηση της “Εκπαίδευσης για Όλους”/”Ενταξιακής Εκπαίδευσης”, είναι σημαντικό η αξιολόγηση του/της μαθητή/-τριας να στοχεύει στη σχεδίαση θετικών εμπειριών μάθησης. Η μετάβαση από την Αξιολόγηση για Ταξινόμηση στην Αξιολόγηση για Μάθηση, εντός μιας “Ενταξιακής Ειδικής Εκπαίδευσης”, αποσκοπεί σε μια αξιολόγηση του/της μαθητή/-τριας που βασίζεται σε ενδείξεις και οδηγεί σε πορεία κατάκτησης της προσωπικής του/της αριστείας στο σχολείο. Η “Λειτουργική Παιδαγωγική Αξιολόγηση Μαθητή/-τριας (ΛΕΙ.Π.Α.Μ.)” συγκροτεί ένα εργαλείο Αξιολόγησης για Μάθηση, το οποίο αντλεί στοιχεία από τη Διεθνή Ταξινόμηση Λειτουργικότητας (ICF) και υιοθετεί το βιο-ψυχο-κοινωνικό μοντέλο αναπηρίας. Από την πιλοτική εφαρμογή της σε πλαίσιο λειτουργίας τμήματος ένταξης, αναδεικνύονται τα πλεονεκτήματα/μειονεκτήματα της αναλογικής και/ή της ψηφιακής της εκδοχής και προτείνονται εφικτοί τρόποι πραγματοποίησής της στο ελληνικό σχολείο.
Λέξεις κλειδιά: Ενταξιακή Ειδική Εκπαίδευση, Αξιολόγηση για Μάθηση (ΑγΜ), ICF-CY, Λειτουργική Παιδαγωγική Αξιολόγηση Μαθητή/-τριας (ΛΕΙ.Π.Α.Μ.), αναλογικό/ψηφιακό εργαλείο
What data on learning are needed depends on what learning outcomes are expected. In this chapter, two recently influential perspectives on learning outcomes are considered: research on the brain (neuroscience); and research on the demands of the information age. Desirable learning for the information age can be categorised in terms of domains of knowledge as well as various 21st century competencies: ICT-related competencies, conceptual knowledge competencies, cognitive competencies, metacognitive competencies, personal competencies, and interpersonal competencies. Implications for the collection of assessment data on student learning are considered and point to the need for assessment reform.
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan webquiz quizizz terhadap hasil belajar sosiologi siswa kelas XI di SMA Negeri 16 Padang, khususnya pada aspek pemahaman konsep siswa pada materi masalah sosial dalam masyarakat. Penelitian ini berjenis eksperimen dengan formula control group pretes-postes design. Teknik pengumpulan data melalui soal yang diberikan pada saat pretest dan posttets menggunakan aplikasi webquiz quizizz. Populasi pada penelitian ini adalah siswa kelas XI yang berjumlah 183 orang dengan teknik pengambilan sampel melalui random kelompok. Penelitian ini dianalisis dengan teori konstruktivistik yang dikemukakan oleh Piaget. Temuan penelitian terdapat pengaruh penggunaan web quizizz terhadap hasil belajar siswa khususnya pada materi masalah sosial pada pembelajaran sosiologi di kelas XI IPS 1 SMA N 16 Padang untuk materi pengertian masalah sosial, faktor pendorong masalah sosial, contoh masalah sosial dalam masyarakat, dampak masalah sosial dan pemecahan masalah sosial dalam masyarakat, hal ini dibuktikan dengan nilai t hitung = 6,34 dengan taraf nyata 0,05 sedangkan tabel = 2,00. Oleh karena t hitung besar dari t tabel maka hipotesis penelitian diterima.
As cutting-edge technologies, such as machine learning (ML), are increasingly involved in science assessments, it is essential to conceptualize how assessment practices are innovated by technologies. To partially meet this need, this article focuses on ML-based science assessments and elaborates on how ML innovates assessment practices in science education. The article starts with an articulation of the “practice” nature of assessment both of learning and for learning, identifying four essential assessment practices: identifying learning goals, eliciting performance, interpreting observations, and decision-making and action-taking. I then extend a three-dimensional framework for innovative assessments, including construct, functionality, and automaticity, and based on which to conceptualize innovative assessments in three levels: substitute, transform, and redefine. Using the framework, I elaborate on how the 10 articles included in this special issue, Applying Machine Learning in Science Assessment: Opportunity and Challenge, advanced our knowledge of the innovations that ML brought to science assessment practices. I contend that the 10 articles exemplify a great deal of effort to transform the four components of assessment practices: ML allows assessments to target complex, diverse, and structural constructs, and thus better approaching the three-dimensional science learning goals of the Next Generation Science Standards (NGSS Lead States, 2013); ML extends the approaches used to eliciting performance and collecting evidence; ML provides a means to better interpreting observations and using evidence; ML supports immediate and complex decision-making and action-taking. I conclude this article by pushing the field to consider the underlying educational theories that are needed for innovative assessment practices and the necessities of establishing a “romance” between assessment practices and the relevant educational theories, which I contend are the prominent challenges to forward innovative and ML-based assessment practices in science education.
This report seeks to expand the current understanding and ways of thinking about assessment, work and learning. Unlike current approaches to assessment that tend to separate learning and assessment, we suggest that good assessment should lead to greater professionalisation and understanding of work, enhance one’s capacity to learn beyond the immediate course/training, and enhance engaged learning. Hence, how assessment is integrated and intentionally designed into the curriculum and learning
system requires an in-depth study and even review.
In this report, we examine assessment in relation to the changing nature of work and policy thrusts such as “SkillsFuture”, analyse six cases relating to different professions and learning contexts, highlight the challenges of leveraging assessment to enable learning and work, and suggest recommendations for assessment practice and policy making.
We adopt an interdisciplinary (sociocultural and pedagogical) approach, focusing on context, practice and design in carrying out the above. Through fieldwork, including interviews, focus group discussions, observations and document analysis, we study how assessment has been carried out (i.e. designed and implemented) in various learning sites including the classroom, laboratory, centralised training kitchen and training simulator.
Our findings show that factors such as the nature of work and the requirements of professional practice and/or vocation, as well as possibilities (for performance, responsiveness to change and adoption of
assessment “best practices”), can constitute assessment, and not just assessment strategies and principles, in and/or of themselves. The findings also present a complex and dynamic picture of learning and assessment, including the mixing of summative-formative assessment, learning as becoming, and embodied learning. All these observations are factored into what we term “six dimensions of assessment” that identify key features and values of assessment as well as their relationships. These
dimensions are: “alignment”, “authenticity”, “judgement”, “feedback”, “holism” and “future-orientedness”.
The “six dimensions of assessment” challenge “traditional” perspectives of learning that include transfer of knowledge and assessment as merely the testing of knowledge, and they offer suggestions on how to think about and design assessment practices for work and learning.
Teaching quality has a remarkable impact on students’ learning outcomes, on their progress and on their attitudes towards school and learning, however the conceptualization of teachers’ quality and the measurementof teacher effectiveness are less revealed areas of effectiveness research (Ingwarson & Rowe, 2008; Gore,Smith, Bowe & Lubans, 2017). Supporting continuous professional development – as a strategy – plays a crucial role in the development of teachers’ teaching practices (Borg, 2018). The characteristics of effective pro-fessional learning is strongly influenced by the interpretation of the construct of quality teaching. Presentstudy aims to reveal the theoretical models of quality teaching based on the development of teacher effectiveness research, and highlights the characteristics of effective professional learning
This article addresses the relationship between the concepts of Social Accountability and Educational Accountability. The analysis of the similarities, differences and tensions between these two different concepts can strengthen citizen participation for educational improvement by identifying the full range of actors and processes in decision making that influence the success or failure of educational policy beyond of the teachers.
We encounter two distinctive features involving social accountability mechanisms in the field of education: (1) There are many actors who participate in education, making it difficult to identify precisely who is responsible for key decisions, and (2) In education policy one encounters the concept of educational accountability, which refers to a series of mechanisms to hold schools and teachers accountable for educational outcomes by adopting standardized tests on a widespread basis to motivate change and steady improvement. Are the approaches of social accountability and educational accountability compatible? What are their differences and similarities? What are the effects of these differences when it comes to formulating solutions to the crisis in education?
Through a comparative analysis, and looking at the Mexican case in depth, it becomes clear that we have to examine more than the tip of the iceberg. The educational accountability perspective is insufficient and at times counterproductive for educational improvement because it has a series of biases that are centered on the symptoms more than the causes of the structural problems related to low education levels. These biases include (1) Reducing the criteria for assessing the success of education policies to the outcomes of standardized tests, (2) Identifying teachers as the main actors responsible for educational outcomes, without considering other associated factors, such as student characteristics and socio-economic factors, (3) The concentration of negative consequences in the last chain of interaction—teachers and schools—which disproportionately affects students and teachers, and (4) Difficulties in mobilizing citizens around the demand for a better education. The school and the teachers are the main providers of educational services, but their performance is not the only cause of educational outcomes.
This is why we need to construct an expanded vision of social accountability in education, based on a human rights perspective all of the actors assume our responsibility inside and outside the schools, to facilitate: (1) The generation of broad and fair criteria of success for evaluating education policy, using various evaluation methodologies and the results to generate formative feedback; (2) To better identify those responsible and their responsibilities, focusing on those factors that improve equity and quality, increase students’ motivation to learn, reduce the burden of the socioeconomic inequalities, and help produce more supportive schools and teachers, and (3) The involvement of citizens to achieve better learning, build relationships based on mutual trust, and complement access to local information with policy monitoring throughout the chain of decision-making.
Text messaging has become a standard form of communication between students. However, how texting can be used in higher education as a pedagogical practice has not been fully explored or articulated. This chapter provides critical insight into the value of text messaging as formal and informal communication both between faculty and students and also messaging led by students. Juxtaposing literature on the use of texting in educational environments with practical examples of university teaching in the United States and post-Soviet Kazakhstan, the chapter outlines challenges, benefits, and suggested methods of texting with students in higher education. Framed within concepts of 21st-century learning, multilingualism, and multiliteracies, the author suggests clear benefits for utilizing technology that students commonly use, while also creating an environment valuing students' changing modes of communication which puts less pressure on the traditional academic discussion, and gives a voice to the individual.
This special paper provides a critical overview of wicked problems in special and inclusive education. Practically, this paper provides a strategic framework for future special issues in the Journal of Special Educational Needs. Critical attention is also given to the concept of a wicked problem when applied to research in special and inclusive education: the suggestion is made this focus can stimulate innovations necessary for educational change and begin the process through which key problems in the field are addressed. A final observation made is that tangible change is unlikely to occur in special and inclusive education without addressing the underpinning beliefs and behavioural motivations which sustain today's wicked problems. Systematic transformation is therefore unlikely to be sustained without disruptive attention to the psychological, cultural and political aspects of ‘the way things are’.
Resumen
En este trabajo narramos una actividad de escritura académica realizada por estudiantes de ingeniería y su evaluación. Para ello elegimos un capítulo de un texto universitario que trata sobre secciones cónicas. Describimos el contexto y el trabajo de los alumnos. Caracterizamos la noción de trabajo práctico y su aplicación a este caso. Señalamos el concepto de evaluación seguido. Especificamos los aspectos de un escrito académico en el marco de alfabetización académica y su evaluación en los escritos de los alumnos. Presentamos los resultados. El desarrollo de la actividad estuvo mediado por el aula virtual. Sostenemos que la práctica de la escritura académica aporta a una mejor formación de los ingenieros.
Palabras clave: alfabetización académica - escritura académica – evaluación - geometría analítica - entropía.
Abstract
This work is devoted to narrate the academic writing activity done by engineering students, as its assessment. Therefore, the chosen text was about conic sections. The context where the experience was realized and the student's work was described. The concept of the task, as well as its application was characterized. The followed assessment concept was indicated. Then, the academic writing's aspects were evaluated in the academic literacy framework. The results were presented. The virtual campus made possible the activity's development. From the work it is concluded that the practice of academic writing contributes to a better engineer's formation.
Keywords: Academic literacy - academic writing – evaluation - analytic geometry - entropy.
Introducción
Abstrak Penelitian ini bertujuan untuk menguji kelayakan dan mengidentifi kasi kendala yang dihadapi dalam menggunakan software AnBuso. Penelitian ini menggunakan metode R&D. Data dikumpulkan melalui dokumentasi, kuesioner, dan wawancara. Data dianalisis secara deskriptif. Penelitian ini menghasilkan produk berupa software AnBuso yang dapat dimanfaatkan guru dalam melakukan analisis butir soal secara praktis dan aplikatif. Aspek yang dinilai sangat layak adalah kepraktisan dan kemudahan, substansi isi, dan kebermanfaatan. Aspek yang dinilai layak adalah tampilan. Kendala yang dihadapi dalam menggunakan software adalah penguasaan guru terhadap program Microsoft Excel masih kurang. Guru juga kurang terbiasa melakukan analisis butir soal karena pemahaman terhadap konsep analisis butir soal yang masih terbatas. Kata kunci: analisis butir soal, AnBuso, kelayakan software FEASIBILITY OF ANBUSO AS ITEM-ANALYSIS SOFTWARE FOR TEACHER Abstract This study was aimed at testing the feasibility and identifying the obstacles encountered in using AnBuso software. This study used Research and Development method. The data were collected through documentation, questionnaires, and interviews. The data were analyzed descriptively. The fi nal product of this study is AnBuso software that could help teachers analyzing the test items in a practical way. The software is considered very worthy in the aspect of practicality, simplicity, usefulness, and substance while the display is considered worthy. This study also fi nds some constraints such as low teacher's performance in using Microsoft Excel program, and limited understanding of item analysis concept.
How can we make effective accommodations for nonnative English speakers taking mathematics measures? What kinds of accommodations are useful and what kinds are not? Where does this research need to go in the future?