The challenges of assessment in a new learning culture

Olga DystheUniversity of Bergen

Norway

A new learning culture

based on insights of constructivist and sociocultural perspectives of learning

deals with new demands on education due to changes in society

OVERVIEW: 5 CHALLENGES

I. The ’wash-back effect of assessment”II. A changing world – new expectations

to educationIII. Aligning theories of learning and

assessmentIV. Practicing new modes of assessment

(institutions, teachers and students)V. Countering the strong international

trend of measurement and accountability

What lessons can we learn? 1. Learning and assessment cultures can

change 2. Assessment as engine in the change process 3. Researchers + teachers = strong force 4. The need for theoretical underpinning of

assessment practice: major conceptual shift 5. Quality assurance of new assessment forms

”what you assess is what you get”WHY CHANGE? To prepare students for future

demands of broader writing competence

II. The challenge from changes in society – new expectations

COMPETENCES MOST NEEDED IN FUTURE Example 1: OECD program for higher education ”Tuning

education strategies in Europe”: Large scale investigation in 16 countries

university graduates employers academics

OECD-countries’ competency list:

1. Capacity for analysis and synthesis1. Capacity to learn1. Problem solving2. Capacity for applying knowledge in practice3. Capacity to adapt to new situations3. Concern for quality4. Information management skills4. Ability to work autonomously5. Teamwork 6. Capacity for organisation and planning

“Tuning education strategies in Europe” 2003

Key question: How to foster and assess broad competences?

Australia 2003: National, standardized ”Graduate Skills Assessment Test”

US: plans for large scale ”objective” tests

Shavelson: ”We need to assess the whole range of what we value, not just the cognitive outcome of education”

A national poll of education goals in the United States

Sense of maturity and ability to manage on one’s own (71%)

Ability to get along with people (68%) Problem solving and thinking abilities (63

%) High-technology skills (61%) Specific expertise and knowledge (60%) Writing and speaking ability (57%) Responsibility of citizenship (44%)

Immervahl 2000

My conclusion

New modes of assessment are needed to foster and to assess the broad range of educational goals for the 21st century

Distinguishing factors of new modes of assessment

Contextualized Broader aspects of learning – multiple sources Purpose: primarily learning, not selection Integration of assessment in learning process Shift from low levels of competence to higher Social and affective aspects included The teacher plays an important role in

assessment More student involvement in assessment

processes – not just as objects peer and self assessment

III. The challenge of aligning theories of learning and assessmentLorrie Shepard:1900-1980ies: traditional testing and

measurement aligned with behaviorist theories of learning, hereditary views of intelligence and social efficiency curriculum

“Because it is difficult to articulate or confront formal theories once they have become a part of popular culture, their influence may be potent but invisible long after they are abandoned by theorists” (Shephard 2000, p 1068)

Scientific Measure-ment

Herditarian Theory of IQ

Assoc. & Behaviorist

LearningTheories

Social Efficiency

Curriculum

Traditional Testing

Construct.Theories ofCurriculum

& Instruction

Classroom Assess-

ment

Reformed Vision of Curric.

Cognitive, Construct. ,

SituativeLearning Theories

20th cent Dominant Paradigm (ca 1900s -

2000+)

Dissolution of Old Paradigm: New Views of Instruction/

Old Views of Testing (ca 1980-2000+)

Emergent Paradigm

(ca 1990-2000+)

Shepard (2001),

Views of knowledge and learning- consequences for assessment?

Behaviorist perspective quantitative: how much? - atomistic items

Cognitive general principles, strategies, problem

solving The situative /sociocultural

Participation Integration Identity formation

Multiple intelligences

IV. Challenges to teachers and students in practicing portfolios

Two portfolio definitions: A portfolio is a purposeful collection of student work that

exhibits the student’s efforts, progress, or achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for judging merit, and evidence of the student’s self reflection (Paulson, Paulson & Meyer (1991p. 60).

Portfolio assessment is a purposeful, multidimensional process of collecting evidence that illustrates a student’s accomplishments, efforts, and progress (utilising a variety of authentic evidence) over time” (Gillespie et al 1996 p. 487).

portfolios Two origins

The competency movement Externally defined standards and norms Example: The European Language

Portfolio Humanism & constructivism

Personal development, understanding Wide scope for students’ own

documentation of their learning Reflection, metacognition, peer response

A Norwegian assessment project: electronic portfolios in teacher education

Department of Teacher Education University of Oslo University College of Vestfold University College of Stord/Haugesund

Subject areas where portfolios were used Norwegian literature and language Pedagogy Mathematics Natural science Religion Subject didactics

Overall finding: high student satisfaction Dysthe & Engelsen: Mapper som pedagogisk redskap 2003 Wittek: Mapper som lærings- og vurderingsform 2003

Some challenges of portfolio assessment 1 Balancing summative and formative

assessment Balancing teacher and student control Balancing individual and collaborate

work Digital portfolios:

” filing cabinet or learning arena”?

Challenges of portfolio assessment 2

”Giving students the tools they need to succeed” Digital literacy and CSCL competence How to deal ethically with sources

(plagiarism, referencing) Peer assessment Reflection Self assessment Giving & utilizing feedback Negotiating and using quality criteria

How to assess and mark portfolios

V. The challenge from global trends towards testing and accountability California revisited Scandinavia ? Research needed

to clarify theoretical basis of new modes of assess to document learning effects and critical factors to understand how to improve feedback and use to investigate constructive use of criteria to develop self and peer assessment to expand traditional concepts of validity & reliability to improve the quality of new modes of assessment

My line of argument If student learning is our concern

Changes in society warrants a new learning culture Alternative assessment needed to foster and assess

the broad range of competence needed in the 21 century

New assessment need to be aligned with theories of knowledge and learning

Students and teachers need New forms of assessment need quality assurance in

order to gain legitimacy and in order to withstand the strong international measurement trend