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Assessing 21st-Century Learning Capacities

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Peter Gow
Peter Gow

Presentation from the April 2012 Independent Curriculum Group conference, "New Directions in Assessment." A quick overview of new assessments and some novel ways to use conventional assessments, based on work by Doug Lyons and Andrew Niblock.

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Heads Up! The Other Kind of Assessment, and Why It Matters Peter Gow (with enormous thanks to Doug Lyons, CAIS- CT, and Andrew Niblock, Hamden Hall CDS) ICG: New Directions in Assessment April 21, 2012
2 Your Factoid of the Day  Beginning with the current cycle, independent school accreditation in every region will require evidence of data- informed decision making in the area of academic program  Several regions (ISASW, Canada) require school-wide (or regular and broad-based) data-gathering on academic performance as a part of their accreditation process ICG April 2012 Other Assessments--Gow
3 The Holy Grail In an ideal world we would have easy access to  assessments that measure things that our schools claim to value  assessments that have credibility within our wider communities as well as within our walls  assessments that generate data that is easy both to comprehend and to translate into better instruction and programming  assessments that are easy to administer ICG April 2012 Other Assessments--Gow
4 Some Pre-Suppositions The new accreditation requirements are based on some not-necessarily correct assumptions: 2.That schools are familiar with appropriate assessment tools that will provide useful data 3.That schools have the expertise to make the most skillful and informed use of data 4.That tools of the sort we need already exist ICG April 2012 Other Assessments--Gow
5 ICG April 2012 Other Assessments--Gow
6 New kinds of assessments focused on “21st-century learning capacities” Performance-task-based:  CWRA: College and Work Readiness Assessment (ICG folks know all about this)  C-PAS: College-readiness Performance Assessment System (from the Educational Policy Improvement Center—David Conley)  CBAL: Cognitively Based Assessment of, for, and as Learning (from Educational Testing Service)  iSkills: Information and Communication Technology skills assessment (from ETS) ICG April 2012 Other Assessments--Gow
7 New kinds of assessments focused on “21st-century learning capacities” Attitudinal/motivational/”habits of mind”-based:  HSSSE: The High School Survey of Student Engagement (moribund for the moment, alas)  CSEQ: College Student Experiences Questionnaire  ISHC: Independent School Health Check ICG April 2012 Other Assessments--Gow
8 New Ways of Engaging with “International” Assessments  The CAIS TIMSS (Trends in International Mathematics and Science Study) question database—create and score your own “TIMMS” assessment  The school-based PISA (Programme for International Student Assessment, from the Organisation for Economic Cooperation and Development)  Search “released items” for real test questions for a host of large-scale assessments (NAEP , state) ICG April 2012 Other Assessments--Gow
9 Squeezing More Data from Commonly Available Assessments  Use the EXPLORE-PLAN-ACT sequence  USE that ERB data  Get the fine points from PSAT SOAS (Summary of Answers and Skills) reports  Consider the “School-Day SAT With Enhanced Scoring”—student and item-level data, skill reports ICG April 2012 Other Assessments--Gow
For a whole lot more information, see Lyons & Niblock, “Measuring What We Value” (NAISAC12): http://www.caisct.org/RelId/630134/IS vars/default/NAIS_PRESENTATION.htm

More Related Content

Assessing 21st-Century Learning Capacities

  • 1. Heads Up! The Other Kind of Assessment, and Why It Matters Peter Gow (with enormous thanks to Doug Lyons, CAIS- CT, and Andrew Niblock, Hamden Hall CDS) ICG: New Directions in Assessment April 21, 2012
  • 2. 2 Your Factoid of the Day  Beginning with the current cycle, independent school accreditation in every region will require evidence of data- informed decision making in the area of academic program  Several regions (ISASW, Canada) require school-wide (or regular and broad-based) data-gathering on academic performance as a part of their accreditation process ICG April 2012 Other Assessments--Gow
  • 3. 3 The Holy Grail In an ideal world we would have easy access to  assessments that measure things that our schools claim to value  assessments that have credibility within our wider communities as well as within our walls  assessments that generate data that is easy both to comprehend and to translate into better instruction and programming  assessments that are easy to administer ICG April 2012 Other Assessments--Gow
  • 4. 4 Some Pre-Suppositions The new accreditation requirements are based on some not-necessarily correct assumptions: 2.That schools are familiar with appropriate assessment tools that will provide useful data 3.That schools have the expertise to make the most skillful and informed use of data 4.That tools of the sort we need already exist ICG April 2012 Other Assessments--Gow
  • 5. 5 ICG April 2012 Other Assessments--Gow
  • 6. 6 New kinds of assessments focused on “21st-century learning capacities” Performance-task-based:  CWRA: College and Work Readiness Assessment (ICG folks know all about this)  C-PAS: College-readiness Performance Assessment System (from the Educational Policy Improvement Center—David Conley)  CBAL: Cognitively Based Assessment of, for, and as Learning (from Educational Testing Service)  iSkills: Information and Communication Technology skills assessment (from ETS) ICG April 2012 Other Assessments--Gow
  • 7. 7 New kinds of assessments focused on “21st-century learning capacities” Attitudinal/motivational/”habits of mind”-based:  HSSSE: The High School Survey of Student Engagement (moribund for the moment, alas)  CSEQ: College Student Experiences Questionnaire  ISHC: Independent School Health Check ICG April 2012 Other Assessments--Gow
  • 8. 8 New Ways of Engaging with “International” Assessments  The CAIS TIMSS (Trends in International Mathematics and Science Study) question database—create and score your own “TIMMS” assessment  The school-based PISA (Programme for International Student Assessment, from the Organisation for Economic Cooperation and Development)  Search “released items” for real test questions for a host of large-scale assessments (NAEP , state) ICG April 2012 Other Assessments--Gow
  • 9. 9 Squeezing More Data from Commonly Available Assessments  Use the EXPLORE-PLAN-ACT sequence  USE that ERB data  Get the fine points from PSAT SOAS (Summary of Answers and Skills) reports  Consider the “School-Day SAT With Enhanced Scoring”—student and item-level data, skill reports ICG April 2012 Other Assessments--Gow
  • 10. For a whole lot more information, see Lyons & Niblock, “Measuring What We Value” (NAISAC12): http://www.caisct.org/RelId/630134/IS vars/default/NAIS_PRESENTATION.htm

Editor's Notes

  1. This is gonna be like speed-dating—quick overview only Also: marketing your school is better when the data you present isn’t just “elevating only modestly valuable information”—like college lists or the number of kids who take AP examinations
  2. Obviously, the first one matters most—that’s what our project has been about this year
  3. This is just here to scare you—the Commission on Accreditation has a pretty extensive report and set of recommendations based on work commissioned by NAIS at large on this
  4. But there’s help—if you’re taking notes, just the acronyms and initials will take you where you want to go
  5. What really matters to most of us, we could argue, is how deeply and meaningfully are our students engaged with the things that we are asking them to do? How distracted are they by things that don’t matter so much to us but that are enormously significant to them?
  6. Truth in testing laws—New York and elsewhere. You can ask your students the same questions we find on the big international assessments whose results terrify politicians, sell newspapers by “proving” that “we suck”. Maybe you want to find out for yourself whether your school actually does, by these measures.
  7. (These aren’t real “21st-century skill” assessments, but they can give you insight into other and important kinds of student capacities—this stuff still matters, and it doesn’t seem to be going away—but get smart about how you use it rather than letting it frighten you
  8. It’s worth copying down the whole URL here—and we’re hoping to get Doug and Andrew to do their version at a later ICG gathering