K-12 Asking Bigger Questions About Assessment

2 Dec

xAsking Bigger Questions About Assessment
How can we demonstrate that what we do with teaching and learning technologies makes a difference in student learning? My presentation doesn’t answer that question directly, but it does explore a larger historical and cultural context for the issue of student assessment. The aim is to start with complex questions of meaning and purpose so that we construct and choose our assessments wisely.

This presentation began with comparisons between assessment and the works of Shakespeare. It began with how questions arrive out of everything, and how we come to those conclusions is different. It talks about how many methods of assessment come to wrong conclusions.

Assessment is a way to prove the improvement of the learning students have achieved. The ways things are assessed have changed over the years. The earliest form was oral testing, and this was more to test credibility, or prove your reputation. This was a more social and community form of assessment. Written assessment was a next step, which is much easier to scale, and time wise is easier. Much different and more individual than the oral testing.

But what is assessment testing? All of these methods, what are they trying to prove? They are trying to prove the understanding of the learning, but what is understanding? Assessing is difficult because it’s difficult to know how a person really understands something, so different approaches are necessary.

It talked about how play, like games and stuff, are good for initiating learning, and creates a form of self-assessment.

We need to prove what we have learned, that’s what assessing is. Assessing is getting the learner to give testimony to what they have done. Assessing requires more self-assessment.

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