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Thinking about assessment

Thinking about assessment. Charles Dershimer Professional Certification @ HFA Dearborn Director of W.K. Kellogg - Woodrow Wilson Teaching Fellows @ U-M Ann Arbor. Assessment “knowledge, through evidence, about what has changed”. Goals.

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Thinking about assessment

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  1. Thinking about assessment Charles Dershimer Professional Certification @ HFA Dearborn Director of W.K. Kellogg - Woodrow Wilson Teaching Fellows @ U-M Ann Arbor

  2. Assessment “knowledge, through evidence, about what has changed”

  3. 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

  4. 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

  5. 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)

  6. 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

  7. Assessment needs evidence…

  8. 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

  9. 3 Difficulties with assessment • 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)

  10. 3 Difficulties with assessment • It is hard to describe the end point before we begin… • It is hard to identify what develops… • The container vs. the apprentice • Articulation over time

  11. 3 Difficulties with assessment • It is hard to describe the end point before we begin… • It is hard to identify what develops… • 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?

  12. Pause…

  13. Assessment Overview Design Challenges Stop, Drop and Reflect & Show what you know Step 1 Step 2 Step 3 Step 4 Step 5 Step 6

  14. FOI Assessment Tools • Goals & Skills Articulation – Grid & Rubric • Design Notebook & Portfolio - Checklist • Show What You Know Presentations – Rubric • Stop Drop and Reflect Writing – Rubric

  15. end point skills…

  16. what develops…

  17. Programmatic Rubric Process, Communication, Risk (Creative Confidence)

  18. Show What You Know Formative and Summative: • ✚ Exceeds ✔ Meets Δ Towards Missing Categories: • Tasks (degree of completion) • Design Thinking Goals (knowledge andskill descriptions) • Artifact (process and component check)

  19. Show What You Know

  20. Creative Confidence • What do we think it is? • Examining Tim Brown’s view

  21. Creative Confidence?

  22. 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

  23. How might we… …assess creative confidence in the curriculum?

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