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Scoop.it!
"What started last year as a Self Assessment Guide, has been reworked into a more general tool for assessment. This new guide is suitable for teacher, peer or self assessment and also offers a visual map of what we want students to learn (with highlighting of which concepts are most important). Although still ICT specific, this guide could be adapted to any subject by changing the attributes and keywords."
Beth Dichter's insight:
Check out this revised assessment tool from Ross Parker. In the post he shares his experience with using this for a year and the awareness that the tool was not as functional as he had hoped. In brief, he has made four shifts. 1. Taking a tool designed for self assessment and realizing that the same time used throughout the year gets old quickly. Therefore, it is redesigned to "more general, useful for teachers and peers to use." 2. A shift from strands (high level learning outcomes), to attributes (which allows the tool to be used by students over many years as their knowledge and skills grow). 3. A move away from levels or grades to a focus on ways of learning. 4. Allowing students to determine levels rather than assigning them based on personal view. Last year this tool was well received and this new version brings it up to a new level. Consider using this with students and perhaps have them keep a copy of it asking them to review it later on in the school year. You can download a pdf version of the tool from the website. 
Scoop.it!
"Polarization has come to public education, big time. If it persists, at the end of the day we all are going to lose." John Merrow looks at how polarized education has become in this post. He provides statistics such as (all quoted): * Half of our kids get no early education; * 22% of our children live in poverty, and; * 25% have chronic health conditions like asthma or obesity. He follows this discussion with seven ways that "we have become polarized about education." A few of the ways include: * We are polarized about accountability. * We are polarized about the role of technology. He then asks that we think about four words (which you will find in his article) and asks that we look at the need to move beyond polarization. This article has made me look more deeply at many issues confronting education.
Scoop.it!
"Assessment should be a continuous feedback loop, one that is integrated into the learning process, and where the feedback improves the competency of the learner. Assessments should be used as opportunities to develop a sense of achievement and related competencies."
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Scoop.it!
Beth Dichter's insight:
I have posted a number of resources from Ross Parker and this one requires a bit of time to understand…and yes, I think it is worth the time. The directions he provides in the upper right hand corner describe how a student should use this visual, as a tool to “steer & assess your own learning.” Our students need to learn how to self-reflect and this tool has the potential to engage students and assist them in reflecting on their work regarding topics studied in technology. You may download this visual as a png, pdf or pages document on the website. Take some time to check it out and see what you think.
Mary Cunningham's curator insight,
October 26, 2013 12:26 PM
A cool self reflecting tool for ways to steer our learning!
Scoop.it!
"...school assessment lives primarily in the bottom left part of that graph, and that we rarely if ever get to the “immeasurable” stuff that resides toward the top right. To put it another way, we focus in schools on that which is quantifiable when, I think, our real value as places of learning rests in that messy stuff that isn’t." Make a comment on this by going to Will Richardson's post.
Scoop.it!
Back in January 2012 this article was posted suggesting that "if our 'standards' in education are to have any meaning at all, they must be standards for policy makers as well." Rick Roach, who is on the Orange County (Florida) School Board took the state FCAT (10th grade exam) and states: "I won’t beat around the bush. The math section had 60 questions. I knew the answers to none of them, but managed to guess ten out of the 60 correctly. On the reading test, I got 62%. In our system, that’s a ‘D,’ and would get me a mandatory assignment to a double block of reading instruction… It seems to me something is seriously wrong. I have a Bachelor of Science degree, two masters degrees, and 15 credit hours toward a doctorate...” Many other resources are available in this post. For additional information and comments from Scott McLeod, who took on the challenge, taking the ACT. Check out his post "Taking the ACT a Quarter Century After High School" at http://bigthink.com/ideas/taking-the-act-a-quarter-century-after-high-school ;
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great evaluation tool
Interesting way to approach self-assessment in vocational areas. Could be adapted easily