ICT for Classroom Assessment

Exploring the use of ICT tools for the purpose of Classroom Assessment. : 

Exploring the use of ICT tools for the purpose of Classroom Assessment. Sue Bewley and Nicky King ROTOKAWA PRIMARY sueb@rotokawa.school.nz nicola@rotokawa.school.nz

Are you in the right place? : 

Are you in the right place? This workshop will provide the opportunity to: explore understandings of Classroom Assessment share how ICT tools are being used in classrooms and how this can enhance classroom learning and assessment. Participants to bring laptops and ideas/examples to share

How we will think this through today… : 

How we will think this through today… Clarify assumptions and definitions about formative assessment Consider why we need classroom assessment? Connect to a theoretically-based definition of formative assessment Share, view and review how formative assessment relates to the use of ICT tools.

Clarifying assumptions and definitions about formative assessment : 

Clarifying assumptions and definitions about formative assessment Silent Card Shuffle Justify and Improve Circle and observe Return and Refine Debrief Eric Fragenheim strategy

Why do we need classroom assessment? : 

Why do we need classroom assessment? Which of the following categories of skill has disappeared from the work-place most rapidly over the last 40 years? Routine manual Non-routine manual Routine cognitive Complex communication Expert thinking/problem-solving

The changing demand for skill : 

The changing demand for skill Autor, Levy & Murnane, 2003

There is only one 21st century skill : 

There is only one 21st century skill The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared. (Papert, 1998)

A convergence of interests : 

A convergence of interests Philosophies of education (Williams, 1966) Transmission of culture Preparation for employment Self-actualization All require preparation for future learning. Cannot be taught in isolation from other learning. Students still need the basic skills of literacy, numeracy, concepts and facts.

Slide 9: 

Learning power is developed primarily through pedagogy, not curriculum We have to develop the way teachers teach, not what they teach . ENTER: ICT and Web tools.

How can ICT tools be used for the purpose of Classroom Assessment? : 

How can ICT tools be used for the purpose of Classroom Assessment? Teachers do not create learning Learners create learning. Teaching is the engineering of effective learning environments. Assessment is the bridge between teaching and learning, and thus the central process of teaching (as opposed to lecturing).

Were you in the right place? : 

Were you in the right place? This workshop has provided the opportunity to: explore understandings of Classroom Assessment share how ICT tools are being used in classrooms and how this can enhance classroom learning and assessment.

Motivation: cause or effect? : 

Motivation: cause or effect? (Csikszentmihalyi, 1990)