Making Assessment Meaningful
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This document summarizes Dean Shareski's presentation at the New Mexico Learning Conference on November 2, 2013 about meaningful assessment. The presentation discusses defining productive learning as learning that fosters a desire to learn more. It also addresses how information is better retained when connected to existing knowledge, the importance of metacognition and assessment as learning, allowing students to showcase strengths and interests, using peer and self-assessment, and reflecting on one's own learning and contributions to others' learning.
Making Assessment Meaningful
- 1. Making http://www.flickr.com/photos/hdurnin/6281411798 ASSESSMENT Meaningful Dean Shareski New Mexico Learning Conference November 2, 2013
- 2. Making http://www.flickr.com/photos/hdurnin/6281411798 ASSESSMENT Meaningful Dean Shareski New Mexico Learning Conference November 2, 2013
- 5. “I try to distinguish between contexts of productive and unproductive learning. And by productive, I mean that the learning process is one that engenders and reinforces wanting to learn more. Absent wanting to learn, the learning context is unproductive or counterproductive.”
- 7. “Information will be learned slowly and doomed to rapid forgetting unless they are quickly attached to a framework of knowledge that we already possess.”
- 11. DISRUPTION
- 13. http://www.flickr.com/photos/scaar/4284117075/ “When a 14 year old kid can blow up your business in his spare time, not because he hates you but because he loves you, then you got a problem.”
- 14. http://www.flickr.com/photos/scaar/4284117075/ “When a 14 year old kid can blow up your business in his spare time, not because he hates you but because he loves you, then you got a problem.”
- 15. Chris Avenir
- 16. Chris Avenir Ryerson University sites 3 reasons for the case against him. 1.Learning should be hard. 2.There is no structure of regulation for online behavior and that makes it incompatible with academic work. 3.It is our job to protect academic integrity from any threat. i.e. Unless learning is hard and is directed by others, it fails to meet the standard for academic rigor.
- 18. And Yet...
- 19. “This is not what I signed up for” http://www.flickr.com/photos/barkbud/4257136773/ sizes/l/
- 20. When You Think of Assessment, What Comes to Mind?
- 21. Could you pass this exam?
- 22. http://www.flickr.com/photos/albertogp123/5843577306 “We may not be able to measure learning, but we can document it”
- 23. “If you say you don’t have time for assessment, you assume that the teaching is more important than the learning. Feedback is the key to reaching goals.
- 24. “If you say you don’t have time for assessment, you assume that the teaching is more important than the learning. Feedback is the key to reaching goals. Saying there’s no time is to confuse causing learning for mentioning stuff.” Grant Wiggins
- 29. What
- 30. are
- 31. you
- 32. doing? Recall
- 33. What
- 34. are
- 35. you
- 36. doing? What
- 37. are
- 38. you
- 40. What
- 41. are
- 42. you
- 44. are
- 45. you
- 47. are
- 48. you
- 50. AAL | Assessment As Learning | MetaCognition
- 51. AAL | Assessment As Learning | MetaCognition
- 52. AAL | Assessment As Learning | MetaCognition
- 60. “Who
- 61. owns
- 62. the
- 64. “Who
- 65. owns
- 66. the
- 69. What
- 70. did
- 71. you
- 72. learn
- 73. from
- 74. others?
- 75. What
- 76. did
- 77. you
- 78. contribute
- 79. to
- 80. the
- 81. learning
- 82. of
- 83. others?
- 90. “Taught me to examine my work critically”
- 91. “Taught me to examine my work critically” “enabled me to focus on learning”
- 92. “Taught me to examine my work critically” “enabled me to focus on learning” “I wasn’t comfortable assessing myself”
- 95. Meta Cognition 1867 - 2005 http://www.flickr.com/photos/olivander/58499153
- 96. Show Your Work
- 97. Press Record
- 98. Press Record
- 99. Reduce Workflow
- 100. Reduce Workflow
- 101. My Evernote Trick
- 102. My Evernote Trick
- 103. My Evernote Trick
- 104. My Evernote Trick
- 105. My Evernote Trick
- 106. My Evernote Trick
- 107. My Evernote Trick
- 110. http://www.flickr.com/photos/grahams__flickr/383840141 WHERE ARE THE ACADEMIC STAGES?
- 112. The World as Your Refrigerator http://www.flickr.com/photos/emmerogers/3611400213/
- 113. The World as Your Refrigerator http://www.flickr.com/photos/emmerogers/3611400213/ comment (1) Reads 4
- 114. The World as Your Refrigerator http://www.flickr.com/photos/emmerogers/3611400213/ comment (1) Reads 4
- 115. http://www.flickr.com/photos/wonderlane/37531816 “Being heard is so close to being loved that for the average person they are almost indistinguishable” David Ausberger
- 117. SAGE ON THE STAGE
- 118. SAGE ON THE STAGE
- 120. GUIDE ON THE SIDE
- 121. GUIDE ON THE SIDE
- 124. What About You?
- 125. What About You?
- 126. The Learning Project
- 132. My Teaching Staff
- 135. Inquiry isn’t just for kids http://www.flickr.com/photos/courosa/6579378601
- 136. How Much Wheat to Make a Loaf of Bread? http://growaloafofbread.blogspot.ca
- 137. How Much Wheat to Make a Loaf of Bread? http://growaloafofbread.blogspot.ca
- 140. “The business model of school is simply going to have to change - we just can't sell facts for a living any more.” Stuart Firestein