From Assessment “Of” Learning, To
…Assessment “For And While” Learning
Steve Joordens, Director
Advance Learning Technology Lab
University of Toronto at Scarborough
Heaven … As Described By Michael Fullan
(And Others)
1. It’s not about the knowledge, it’s about knowing what to do with
it.
Critical Thinking, Creativity, Communication, Collaboration,
Character Education, Citizenship, Caring – metaCognitive
1. Technology has clear negatives, but it also has the potential to
positively enact educational change … if properly designed
(i.e., pedagogically based, easy to use, effective)
1. Students are bored and fail to see the relevance of a traditional
curriculum and the assignments associated with it … we badly
need to find ways to engage them!
1. Teachers are bored and need ways to model creativity and
excitement over learning
Critical Thinking
Analyze, Compare, Evaluate,
Question, Differentiate, Categorize
Creative Thinking
Build, Modify, Solve, Improve
Communication
(Expressive / Receptive)
Structure, Clarity, Efficiency, Impact
Collaboration
Social Interactions, Cooperation,
Respect
MetaCognition
Self-Analysis, Identification of
Weakness, Strategies for Change
SKILLS VS. KNOWLEDGE
Advanced Learning Technologies Lab
The minds of our students are never more
engaged than they are when we asses them
Engagement is the front door to learning
1. Purpose Built: Based on what we know
(from research) works … evidence based
2. Research Honed: Specifics, efficacy and
best practices informed by applicationspecific research
3. Direct ties to Learning Outcomes / 21st
Century Skills / 6 or 7 Cs
4. Assessment of these “transferable 21st
Century skills”
A multivitamin of learning objectives
peerScholar can exercise AND ASSESS
any learning objective, and everytime
it is used it exercises a number of our
most important learning objectives
The Basic Process
Create
?
Assess
Critical Thought
Creative Thought
Communication
Collaboration
Caring
metaCognition
Reflect/Revise
Communication
Critical Thought
Creative Thought
metaCognition
AMPLIFY !
PURPOSE BUILT
RESEARCH EVOLVED
Built for education, not re-purposed for education
Based on previous work showing the pedagogical
power of:
peer-assessment
self-assessment
formative assessment
Specific instantiation and best practices based on direct
research assessing satisfaction and effectiveness
Climbing The Stairway …
1. It’s not about the knowledge, it’s about knowing what to do with
it.
Critical Thinking, Creativity, Communication, Collaboration,
Character Education, Citizenship, Caring – metaCognitive
1. Technology has clear negatives, but it also has the potential to
positively enact educational change … if properly designed
(i.e., pedagogically based, easy to use, effective)
1. Students are bored and fail to see the relevance of a traditional
curriculum and the assignments associated with it … we badly
need to find ways to engage them!
1. Teachers are bored and need ways to model creativity and
excitement over learning
Engage !
Motivate !
Assess !
Critical Thinking
MAD score = (∑ (|si- Ẋp|))/N
7 - 9 = -2
9
3-3= 0
6-6= 0
8 - 9 = -1
9-6= 3
7
4 - 9 = -5
Sue
7 - 9 = -2
Steve
(2 + 0 + 0 + 1 + 3 + 5)/6
= 1.83
Meta Cognition
mC score = [SAs (prePA) – As]/ [SAs (postPA) – As]
Pre PA
Post PA
6
9
6
7
Sue
6 - 9 = -3
Sue
7 - 9 = -1
Taking Learning Outcomes
To The Gym
Google: Joordens HEQCO
THANK YOU!
QUESTIONS ?
www.peerScholar.com
@peerScholar
steve@peerScholar.com
@stevejoordens