Moving Away from GLA and Towards ALA
Grade Level Assessments determine what grade a student should be in...
the writers believe it assumes all students progress at the same rate in every area of study.
Ability Level Assessments determine the ability level of the student...
it embraces the idea that learners progress at different rates in each area of study.
the writers believe it assumes all students progress at the same rate in every area of study.
Ability Level Assessments determine the ability level of the student...
it embraces the idea that learners progress at different rates in each area of study.
General Studies TrackAll learners will enroll and be assessed for development in general studies such as Math, English, Reading, Writing, Science, Social Studies, Art, Physical Education, etc...
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Major Specific TrackAll learners will enroll in a major specific track which allows them to take elective style coursework once minimum Mastery levels of general studies KSAs are reached.
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Assessment "OF" Learning vs. Assessment "FOR" Learning
Our school of the future sees a movement away from using assessment primarily for determining what a student knows and towards using assessment to support lifelong learning. Black and William (1998) compare the two...
Assessment "OF" LearningChecks what has been learned to date
Designed for those not directly involved in learning or teaching...it's a yardstick Presented formally in a report Information presented in the form of numbers, scores, and grades Compares student's learning to other students or a standard Does not need to involve the student |
Assessment "FOR" LearningChecks learning progress to see what to do next
Designed to assist learners and teachers in identifying the next step The assessment is used in conversation about learning Detailed, specific, descriptive feedback in words not numbers, scores, and grades Focused on improvement compared with each individual learners previous and best progress towards a standard MUST involve the learner...the person most able to improve learning |
(as cited in Barrett, 2005)
Portfolios as an Assessment Tool
Electronic Portfolios are maintained "by" each learner so that they may learn "anywhere" and "anytime". These are the primary assessment tools.
ePortolio reviews between the learner and the Personal Learning Environment Coach take place regularly.
Periodic reviews with parents and experts are scheduled quarterly to provide more "formal" assessments of learner development in KSAs.
ePortolio reviews between the learner and the Personal Learning Environment Coach take place regularly.
Periodic reviews with parents and experts are scheduled quarterly to provide more "formal" assessments of learner development in KSAs.
Why Portfolios?
Assessment for learning must include learners active engagement in documenting and evaluating their own learning (Barrett, 2005; Lambert, et al., 2007) and portfolios are a tool that provide just this opportunity.
According to Lambert, DePaepe, Lambert and Anderson (2007), portfolios provide for "an authentic and meaningful collection and assessment of student work that demonstrates achievement or improvement" (p. 78).
This tool provides learners the opportunity to track, reflect upon, and tell the story of their own learning.
According to Lambert, DePaepe, Lambert and Anderson (2007), portfolios provide for "an authentic and meaningful collection and assessment of student work that demonstrates achievement or improvement" (p. 78).
This tool provides learners the opportunity to track, reflect upon, and tell the story of their own learning.
References
Barrett, H. C. (2005). Researching electronic portfolios and learner engagement. Journal of Adolescent & Adult Literacy, 50(6) 436-449.
Lambert, C., DePaepe, J., Lambert, L., Anderson, D. (2007). e-Portfolios in action. Kappa Delta Pi Record, 43(2), 76-81.
Lambert, C., DePaepe, J., Lambert, L., Anderson, D. (2007). e-Portfolios in action. Kappa Delta Pi Record, 43(2), 76-81.