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Innovative Assessment for the 21st Century Supporting Educational Needs

:	Valerie J. Shute, Betsy J. Becker
:	Valerie J. Shute, Betsy Jane Becker
:	Innovative Assessment for the 21st Century Supporting Educational Needs
:	Springer-Verlag
:	9781441965301
:	1
:	CHF 85.90
:

:	Bildungswesen
:	English

:	257
:	Wasserzeichen
:	PC/MAC/eReader/Tablet
:	PDF

In today's rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new 'educationally valuable' skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement.

Innov tiveAssessment for the 21^st Century explores the faces of future assessment-and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher?

	Acknowledgements	4
	Foreword	5
	Contents	7
	Contributors	9
	1 Prelude: Assessment for the 21st Century	11
	1.1 Introduction	11
	1.2 The Big Problems	12
	1.3 Defining Assessment Ideas and Terms	14
	1.3.1 Educational Measurement	14
	1.3.2 Assessment	15
	1.3.3 Determining Assessment Quality	16
	1.4 Kinds of Assessment	17
	1.5 Discussion	18
	References	20
	2 Human Action and Social Groups as the Natural Home of Assessment: Thoughts on 21st Century Learning and Assessment	22
	2.1 The Natural Home of Assessment: Human Action and Social Conventions	22
	2.2 Becoming a SWAT Team Member: Identity and Domains	25
	2.3 Lifting Assessment Out of the Basic Circuit of Human Action: The First Step	29
	2.4 Sim Domains: Simplified Simulations of a Domain	30
	2.5 Play	31
	2.6 Five Learning Environments	33
	2.7 Generic Environment Learning	36
	2.8 Non-lucid Pseudo-Domain Learning in Schools	37
	2.9 Pro-Am Communities	38
	2.10 Twenty-First Century Skills	40
	2.11 Formalizing Assessment Beyond the Basic Circuit of Human Action and Social Groups that Form Peoples Appreciative Systems	41
	2.12 Conclusion	45
	References	47
	3 Growing Learning and Assessment in the 21st Century	49
	References	54
	4 Aiming at Learning: Assessment as the Critical Link	56
	4.1 Part I: Current State	58
	4.2 Part II: What Would Be Better	64
	4.3 Part III: Practical Solutions	68
	4.4 Part IV: Creating a Roadmap with a Destination	70
	4.5 Conclusion	73
	References	74
	5 Sharpening the Aim: Making Strides to Create an Assessment Culture in Schools	76
	5.1 Part I: Current State: My Perspective	76
	5.2 Part II: What Would Be Better Aim Higher Using National Assessment of Educational Progress (NAEP) Assessment Tasks	78
	5.3 Part III: A Culture of Assessment	78
	5.4 Part IV: Evidence Focused Teaching	79
	5.5 Conclusion	80
	6 Using Evidence Centered Design to Think About Assessments	81
	6.1 A Language for Talking About New Kinds of Assessments	81
	6.2 The Mathematics of Evidence	82
	6.2.1 Bayesian Model of Evidence	82
	6.2.2 Weight of Evidence	83
	6.2.3 Influence Diagrams	84
	6.3 The Evidence-Centered Design (ECD) Models	87
	6.4 Integrating Evidence from Diverse Sources	89
	6.4.1 ECD as an Evidence Integration Framework	89
	6.4.2 ECD Over Time	91
	6.5 Assessments of Multiple Aspects of Proficiency	92
	6.5.1 Direct and Indirect Evidence	93
	6.5.2 Proficiency Model Revisited	94
	6.5.3 Evidence Model Revisited	95
	6.5.4 The ACED Experience	98
	6.6 Evidence from Complex Tasks	100
	6.6.1 Observables and Rubrics	100
	6.6.2 Many-to-Many Mappings	102
	6.7 Evidence and Argument	103
	References	104
	7 Thinking About Assessments in a Transitional Time	107
	7.1 How Can We Organize Evidence About Student Performance Gathered from Diverse Sources Across Multiple Time Points	108
	7.2 How Should We Balance Information Gathered About Multiple Aspects of Proficiency	109
	7.3 How Should We Collect Evidence from Complex Tasks	110
	7.4 Final Thoughts	111
	References	112
	8 Participatory Assessment of 21st Century Proficiencies	113
	8.1 New Media the Technology Proficiencies and Schools	115
	8.1.1 Why Bother?	115
	8.2 Efforts to Bridge the Void Between New Proficiencies and Schools	116
	8.2.1 Practice-Oriented Responses to New Media and Technology	116
	8.2.1.1 New Literacy Studies	117
	8.2.1.2 New Media Studies	118
	8.2.1.3 New Approaches to Writing	118
	8.2.1.4 Challenges for Practice-Oriented Responses	119
	8.2.2 Measurement-Oriented Responses to New Media and Technology	120
	8.2.2.1 Changing Standards and Tests	120
	8.2.2.2 New Curriculum and Classroom Assessments	122
	8.3 So, What Is the Problem	122
	8.3.1 Evidential Validity	123
	8.3.2 Consequential Validity	125
	8.4 A Proposed Participatory Alternative	126
	8.4.1 Situative and Sociocultural Considerations of Assessment and Testing	126
	8.4.2 An Initial Application of Participatory Assessment to the Teachers' Strategy Guide	128
	8.4.3 Key Aspects and Assumptions of Participatory Assessment	128
	8.4.3.1 Multiple Levels of Assessment	128
	8.4.3.2 A Focus on Assessment Orientation and Timescale	129
	8.4.3.3 A Focus on Formative and Summative Functions	131
	8.4.3.4 Design-Based Iterative Refinements	132
	8.4.3.5 Proficiencies as Formalisms and Boundary Objects	132
	8.4.4 Examples and Descriptions of Assessments for the Teachers' Strategy Guide	133
	8.4.4.1 Immediate-Level Event Reflections	133
	8.4.4.2 Close-Level Activity-Oriented Reflections	136
	8.4.4.3 Proximal-Level Artifact-Oriented Reflections	136
	8.4.4.4 Distal-Level Standards-Oriented Assessments	138
	8.4.4.5 Remote-Level Achievement-Oriented Tests	138
	8.4.5 Continuing and Future Efforts	139
	8.5 Conclusion	140
	References	140
	9 Making Assessment Relevant to Students, Teachers, and Schools	145
	9.1 Introduction	145
	9.2 Transparency and the Failure of Relevance	146
	9.3 A Proposed Balanced Assessment (and Accountability) System	148
	9.4 Describing and Explaining the Proposed System	150
	9.5 Entry Points	150
	9.5.1 Entry Point 1: Limited Number of High-School Exit Standards	150
	9.5.2 Entry Point 2: Assessment Literacy Standards for Educator Certification	153
	9.6 Developing the Assessment Components of the System	155
	9.6.1 Classifying Content and Process Standards	155
	9.6.2 Developing Model Classroom Strategies and Mat