Assessing based on competencies and skill sets rather than solely content knowledge. by Sarah Loyola

1. Do you feel you are assessing for 21st century learning competencies? If so, how?

sarah_loyola — 2015-03-18 02:09:31 UTC

2. How do you translate competency (or rubric) based assessment into grades and report cards?

sarah_loyola — 2015-03-18 02:09:47 UTC

3. How do you articulate the benefits of this approach to teachers, parents, trustees, etc.?

sarah_loyola — 2015-03-18 02:10:31 UTC

Sometimes..

2015-03-18 16:29:50 UTC

I'm intentional about asking whether or not what I'm assessing the students on is just a click away. Instead, I'm looking for the process, the tools, and reflection on how they "got there." In a way, Math teachers have always had to address this issue. -Asa

Portfolios!

2015-03-18 16:31:12 UTC

Isn't this the reason for a growth in the use of portfolios? Although my MS doesn't use them, I often arrive at conferences with a folder for parents or send one home. Maybe with a new LMS online late this spring I can do away with paper for good finally! We had an e-portfolio committee that I was a member of all last year but it dead-ended with a HOS switch and a DH switch this year. -Asa

"Real World"

2015-03-18 16:32:12 UTC

I try to talk about real world work experiences that parents may have themselves. -Asa

Area to improve

2015-03-18 18:34:59 UTC

Progressing towards this goal. Slowly discovering ways for students and teachers can reflect and provide feedback on capacities. Favorite method is to capture vide reflection of work in progress. Process over product allows students to highlight creativity and problem solving. -Tim

Evidence

2015-03-18 18:41:21 UTC

Our final reports are narratives which makes translating observations easier. Each student also has a digital portfolio to show growth over time. - Tim

Challenge

2015-03-18 18:43:07 UTC

This is hard since many did not experience it when they were in school. Clear communication at open houses and on reports works. Also highlighting competencies through student generated blog posts, messages home, projects shared etc. - Tim

In some classes better than others

2015-03-19 03:50:07 UTC

For my advanced research classes, I think we integrate computer skills, teamwork skills, long-term project skills, and professional communication skills pretty well. In the freshman bio class I co-teach, I think things can still improve but are getting much better--in no small part due to some fantastic colleagues who are taking the lead in this area. - Andy

Still working this out...

2015-03-19 03:52:06 UTC

It's a challenge, and one I'm working on w/colleagues. For skills-based and content-based stuff, a numerical scale showing mastery of skills & materials has worked reasonably well. - Andy

Portfolios

2015-03-19 03:53:29 UTC

If students have a chance to show their best work in a portfolio, and we can communicate how that relates to grades/report cards, that helps a lot. - Andy

Sometimes...

akelley1990 — 2015-03-19 15:26:22 UTC

In my upper level high school courses, we often work in collaborative groups to

come up with creative solutions to problems in the real-world. We do a lot of PBLs

and case studies.

Getting there..

conns — 2015-03-19 15:28:21 UTC

In my 7th grade science classes i try to make a point of having them work cooperatively. I use Kagan techniques which really help me. I've also started to incorporate for their end of term projects, a public speaking aspect of presenting their information. Last term I invited parents and faculty to come to our "symposium." The kiddos did a great job of presenting.

-Sarah

Not very well...

akelley1990 — 2015-03-19 15:28:30 UTC

This is a big issue for me. Its very hard

to translate proficiencies in 21st century skills

into a grade system still based on content mastery

Open class web pages

akelley1990 — 2015-03-19 15:29:49 UTC

Each class webpage has a parent section

which highlights our strategies and methodologies and the

research supporting their use. We also highlight these areas in

our back to school night sessions.

Good Question

conns — 2015-03-19 15:31:18 UTC

I'm lucky. I don't teach HS, don't have to worry about prepping kids for AP, and i'm not married to the idea of grades so it's easier for me to incorporate these skills into my grades. Content for me is no longer king. Getting kids to learn these skills is the main focus and content is the way i get there.

-Sarah S

Being Open

conns — 2015-03-19 15:35:03 UTC

I had a big meeting at the start of the year with parents. The purpose was to share how different my class is from the "traditional" sage on a stage classroom. I hit home that I'm more interested in getting students to understand the skills they need for success. There were about 120 who came to my two sessions. I also have an open invite to parents, faculty, staff, board members - they can stop by my class anytime. Last term I had one parent come to observe class. The last two term projects, parents came by in droves to help me with the symposium. Parent by-in is #1 b/c if they are not on board, forget it.

I am trying to,

2015-03-19 16:37:49 UTC

but it is certainly a challenge for me. I have worked through rubrics with the students and I do hear them using the words and skills more just by having them talked about. Which is good.

KJG

Q2 Trying...

2015-03-19 16:40:11 UTC

We have checklists as our grades that they go into, in addition, I use them as part of the grade in participation, organization, collaboration. Kristen J Goggin KJG

Transparency

2015-03-19 16:41:43 UTC

Working on this. Parents appreciate it and as more teachers do it they are less surprised. I find a lot of parents receptive to the need for improvement if you give them anecdotes they can relate to. KJG

Yes. Try to ensure that all assessments include opportunities to demonstrate skill development. - Andy C

2015-03-19 19:29:48 UTC

Grade associated with levels on the rubric. - Andy C

2015-03-19 19:31:08 UTC

Conversations - formal and informal. - Andy C

2015-03-19 19:31:49 UTC