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Assessment for Advanced Academics

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Assessment for Advanced Academics

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  1. The following PowerPoint presentation was delivered at an Advanced Academics training in early 2010. Although the topic of the presentation is alternative assessment, the idea of using ascending levels of questioning may also be useful in extending the thinking of Advanced students after the lab investigation. Please see slides 22-30 for an example. Please contact Advanced Academics for further information.

  2. Assessment for Advanced Academics In a time of Standards and Standardization

  3. Essential Questions • What is the purpose of assessment? • What factors should be considered when assessing advanced academic students? • In what ways should assessment be differentiated when you assess advanced academic students? • What are the implications of common assessments for advanced academic students?

  4. What is Assessment? Assessment is defined as the process of gathering and organizing information about student work from a variety of sources for the purpose of making sound educational decisions. (VanTassel-Baska 2008)

  5. What is the purpose? • To move students towards mastery of skills and concepts.

  6. Additional goals for Advanced Academics… • To move students towards expertise. • To move students towards autonomy as learners. • To give students opportunities to perform as practitioners in the discipline.

  7. Why?

  8. Why? and toward a knowledge economy Moving away from an industrial economy innovation is a major keystone

  9. Why? We must CHANGE if we HOPE to compete in the GLOBAL economy. (NCEE 2006)

  10. Why? We must try to CULTIVATE our most creative citizens. We must TEACH creativity.

  11. How?

  12. Alternative Assessment

  13. Alternative Assessment • The “ceiling effect” • Rigor, depth and complexity • Value-added learning • Creative applications of learning

  14. Why Not Let High Ability Students Start School in January? (Reis, Westberg, Kulikowich, et. Al 1993)

  15. What?

  16. Examples • Performance Based Assessment • Portfolios • Presentations • Real world applications of knowledge • Creativity and product assessment models • Creative Problem Solving • Future Problem Solving • Problem Based Learning

  17. Ascending Intellectual Demand EXPERT PRACTITIONER APPRENTICE NOVICE

  18. Ascending Intellectual DemandConcept Attainment EXPERT Utilizes concepts within and among disciplines in order to derive theories and principals PRACTITIONER APPRENTICE Creates generalizations that explain connections among concepts Connects information with a micro-concept NOVICE Manipulates micro-concepts one-at-a time

  19. Ascending Intellectual Demand Autonomy EXPERT Works to achieve flow and derives pleasure from the experience (high challenge, advanced skill/knowledge) PRACTITIONER APPRENTICE Reflects upon both content and skills in order to improve understanding/performance. Seeks confirmation at the end of a task. NOVICE Seeks affirmation of competency in order to complete a task

  20. Ascending Intellectual DemandSkills and Task Commitment EXPERT PRACTITIONER Independent and self-directed learner. APPRENTICE Exhibits task commitment and persistence when challenges are moderate. Applies skills with limited supervision. NOVICE Requires skill instruction, guided practice, support, encouragement and guidance.

  21. AID in Science EXPERT Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules. PRACTITIONER Understands and appreciates that scientific knowledge is never declared certain. APPRENTICE Sees science as a body of concepts and recognizes connections among the microconcepts. NOVICE Sees science as a body of facts and skills.

  22. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules. PRACTITIONER Understands and appreciates that scientific knowledge is never declared certain. APPRENTICE Sees science as a body of concepts and recognizes connections among the microconcepts. NOVICE Sees science as a body of facts and skills.

  23. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER APPRENTICE NOVICE Sees science as a body of facts and skills.

  24. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER APPRENTICE NOVICE Identifies and/or describes the different types of cells found in a multic-ellular organism and explains how their characteristics relate to their specialized functions.

  25. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER APPRENTICE Sees science as a body of concepts and recognizes connections among the micro-concepts. NOVICE Identifies and/or describes the different types of cells found in a multic-ellular organism and explains how their characteristics relate to their specialized functions.

  26. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER APPRENTICE Identifies and/or describes the different types of cells found in a multi-cellular organism and recognizes that there is frequently a relationship between form and function in living things. NOVICE Identifies and/or describes the different types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

  27. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER Understands and appreciates that scientific knowledge is never declared certain. APPRENTICE Identifies and/or describes the different types of cells found in a multi-cellular organism and recognizes that there is frequently a relationship between form and function in living things. NOVICE Identifies and/or describes the different types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

  28. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? PRACTITIONER Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle. APPRENTICE Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things. NOVICE Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

  29. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules. PRACTITIONER Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle. APPRENTICE Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things. NOVICE Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

  30. LS.3 A The student will investigate and understand that living things show patterns of cellular organization. EXPERT What does this look like at each level? Critically analyzes the principle of “form follows function” and develops generalizations about its application in nature and in the man-made world that lead to new insights about the nature of science. PRACTITIONER Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle. APPRENTICE Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things. NOVICE Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

  31. Discuss • What is the purpose of assessment? • What factors should be considered when assessing advanced academic students? • In what ways should assessment be differentiated when you assess Advanced Academics kids?

  32. Reflection What role do common assessments play when using the novice to expert continuum to create Ascending Intellectual Demand?

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