Holistic Assessments
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Holistic assessments are learning tools that can be leveraged by teachers to ensure students achieve desired learning objectives. Traditionally, assessments have focused on external demonstrations of learning through tests, but holistic assessments take a broader view and define assessment as gathering diverse information to develop a deep understanding of what students know and can do. Holistic assessments are most valuable when they are used to stimulate new learning, are authentic to life experiences, promote positive consequences for students, help students understand their own growth, and expand rather than limit opportunities. The document provides examples of rubrics and criteria teachers can use to implement holistic assessments and encourage reflection when demonstrating the flipped classroom model.
Holistic Assessments
- 1. Holistic Assessments: A Learning Tool Teaching the Flipped Classroom 2015
- 2. Holistic Assessments: A Learning Tool Teaching the Flipped Classroom 30 September 2015 Assessment has for a long time been recognized as a powerful driver of learning, and therefore something that teachers could leverage on to ensure students achieve desired objectives. This belief that assessment drives learning focused on the external value of learning has helped to sustain simplistic conceptions of learning and assessment. In an outcome based system focused on the external value of learning what has become important is the performance on the test rather than the learning that facilitates doing well on a test. However, there are alternative views of learning and along with these views a commitment to re-defining of the role of assessment in learning: Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. Assessments are valuable when they are "low stakes," that is, when students and teachers use them to clarify achievement, interest, and aptitude for the purpose of stimulating new learning. Assessments are valuable when they are authentic to life experiences as much as possible, therefore encouraging the integration of vocational and general education. Assessments are valuable when they promote positive consequences for students, helping them form new and more meaningful habits. Assessments are valuable when they do not separate students into performance categories, but rather help students better understand their own growth. Assessments are valuable when they match instructional aims, which, in turn, match societal aims for education. In short, assessments are valuable when they expand opportunities for students rather than limit opportunities. While demonstrating the Flipped Classroom, teachers implement holistic assessments to encourage students and to provide opportunities to reflect on their performance.
- 3. Teachers Demonstrating and Participating in Holistic Assessments
- 5. 1 2 3 4 Score Participation in group discussions Student didn't participate in any discussion and was disrespectful and disruptive while other students were talking. Student didn't participate in any discussion but was not disruptive. Student participated during one or two group discussion and had thoughful input. Student fully participated during evey group discussion and had thoughtful input. Group Brochure Student didn't help group make the brochure. Brochure was thrown together with out much thought. Student followed direction and made the brochure. Student was creative, used detail, and put thought into making brochure. Creativity The brochure contains a few graphics and enhancements The brochure contains some graphics and enhancements The brochure includes a good amount of graphics and enhancements that are appropriate for the module The brochure contains an adequate amount of graphics and enhancements that adds attraction withouttaking away from the content Informative No research shown. Little research shown. Research shown ; does not contribute to final product. A lot of information relevant to the final product. Total score /40
- 8. Beginning 1 Developing 2 Qualified 3 Exemplary 4 Score Product Information Includes information from only one section Includes information from only some sections and not thorough Includes information from most or all sections, but not thorough Includes information presented from all sections that gives target audience thorough knowledge of product Creativity No creativity and no organization of information Little creativity & organization of information and simple video layout More creativity & organization of information and nice video layout Most creative & organization of information is attractive and fantastic video layout Humour Not includes humour and not attractive Includes humour but does not show much needs to describe product. Includes humour but needs more to fully describe product. Includes humour, and fully relevant to describe product. Catchy Message Not includes any catchy message Includes little catchy message but does not show much needs to describe product. Includes good catchy message and show needs to describe product. Includes excellent catchy message and show needs to describe product very well. Group Work There was a little collaboration with the project, and some learners did not contribute The group did not work well together to create the project Each member of the group did not fully participate, but each member did something Each member participated and the group worked collaboratively together to research and create the final product