Academic Assessment

Academic Assessment

0.25 USBE Credits
This microcredential focuses on the use of academic assessment to support personalized learning. This includes the use of diagnostic assessments, formative checks, summative assessments, and other measures to provide ongoing, meaningful feedback for learners and educators.

DESCRIPTION

To earn this 0.25 USBE credit microcredential you will submit one evidence item to demonstrate your use of academic assessment to personalize for learners. You will also submit a reflection. Click the Earn This Microcredential button for more information.

FEES

You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

Assessment in personalized leaning is formative and ongoing. Students may be taking different paths in their personalized learning experience, and students may also be given choices on how they will show what they know. The assessment data will be used to guide future personalized instruction.

IMPORTANT TERMS

Personalized Learning : Tailoring learning for each student’s strengths, needs, and interests, including enabling learner voice and choice in the time, path, place, and pace of learning, to provide flexibility and support to ensure mastery of standards.

Formative Assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work; help faculty recognize where students are struggling and address problems immediately.

BACKGROUND SCENARIO

Ms. Smith’s class is working on persuasive essays. She is teaching a mini lesson on how to cite sources in their essay. The intended learning outcome is for students to internally cite sources correctly. Ms. Smith creates a playlist for students to choose from to meet the learning outcome. She embeds in the playlist informal checks along the way and opportunities for feedback so students can identify whether they can internally cite sources correctly in their writing. Ms. Smith creates a formative assessment that tests whether each student has achieved the intended learning outcome. Embedded in the playlist is a Flipgrid where students respond to a prompt detailing how to cite sources correctly. Students must also view peers’ videos to assess their learning. In the playlist, there is also a Nearpod lesson, with examples and non-examples of citations. Based on students' work in the Nearpod module, they receive immediate feedback on their ability to internally cite sources. Once students have received feedback from the Nearpod and Flipgrid on their proficiency level, they may choose to continue to explore other learning opportunities on the playlist or see the teacher for more help.

After the students have had adequate time to explore the resources in the playlist, all students will take a written formative assessment that focuses on students’ ability to internally cite sources. Feedback is given immediately as it is corrected together, scored, and sent home for parents to view. Students who have mastered the skill go on to an extension task. Students who need more support will meet with Ms. Smith in a small group and/or with peer groups.

EVIDENCE OPTIONS

Video: Submit a 3-5-minute video detailing your academic assessment in a personalized learning lesson. This video should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback. Video should follow FERPA and your district or charter guidelines for student privacy.

Lesson Plan: Submit a lesson plan or playlist that you have used in your instruction. This lesson plan/playlist should include regular formative checks and opportunities for learner feedback. This evidence should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback.

Student Performance Data: Submit learner data from a range of academic assessments during your instruction. These data should demonstrate students’ mastery of the intended learning outcome as a result of ongoing checks and feedback. Be sure to include a rationale of how you know that students have met the learning goals. This evidence should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback. These data should follow FERPA and your district or charter guidelines for student privacy.

Testimonial: Submit video-taped testimonials from 2-4 learners in which they describe how the informal checks you embed in the playlist/personalized learning experience help them identify whether or not they had met the intended learning outcomes and were ready for the formative assessment. This evidence should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback.

Screencast: Submit a 3-5 minute narrated screencast of your online course or instructional playlist. This narrated screencast should show how feedback from embedded informal checks drives student learning. This evidence should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback. Video should follow FERPA and your district or charter guidelines for student privacy.

Candidate's Choice: Submit another type of evidence demonstrating the academic assessment embedded in the personalized learning opportunities you provide learners. This evidence should demonstrate that your academic assessment is specific and focused, based on the intended learning outcome, and provides students opportunities for immediate feedback

Candidates are required to make 1 evidence submission(s).

Review Criteria

Criterion 1: Evidence demonstrates assessments of academic learning are effective and consistent.

Criterion 2: Evidence demonstrates a range of academic assessments (formative, summative, etc.) are used.

Criterion 3: Evidence demonstrates learners have ample opportunities for feedback on progress toward learning goals.

REFLECTION PROMPTS

  1. Describe how using effective academic assessment can guide personalized learning.

  2. Explain how your learners benefit from informal checks and immediate feedback.

  3. Detail how you plan to use academic assessment in personalized learning in the future.

Review Criteria

Criterion 1: The reflection indicates that the educator uses academic assessment to guide instruction and personalize learning.

Criterion 2: The reflection indicates that the educator has a clear understanding of the benefits of informal checks and giving immediate feedback.

RESOURCES

Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, 2nd Edition by Connie M. Moss and Susan M. Brookhart
Find it on Amazon.com
Formative assessment is a continual process in the classroom. Moss and Brookhart provide the pedagogical background necessary to use any tool to assessment student learning. This knowledge will help a teachers make the right choices when creating assignments or discussions in Canvas.

Blended Learning Definitions from The Christensen Institute
https://www.christenseninstitute.org/blended-learning-definitions-and-models/
This short article from the Christensen Institute describes a number of different blended learning models.

Blended Learning in Action: A Practical Guide Toward Sustainable Change by Catlin Tucker, Tiffany Wycoff, and Jason T. Green
Find it on Amazon.com
Blended Learning has the power to reinvent education but transitioning to a blended model is challenging. Blended learning requires a fundamentally new approach to learning as well as a new skill set for both teachers and school leaders. Loaded with research, examples, and resources, Blended Learning in Action demonstrates the advantages a blended model has over traditional instruction when technology is used to engage students both inside the classroom and online. This is a resource teachers and leaders need to help them shift to a blended learning model and transform education for the 21st century.

Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works by Weston Kieschnick
Find it on Amazon.com
Technology is awesome. Teachers are better. Blending new technologies into instruction is a non-negotiable if we are to help our students gain these skills they will need to thrive in careers. And so too is educators' old school wisdom in planning intentional blended learning that works: Bold school thinkers embrace Blended pedagogies and Old school wisdom. In Bold School blended learning is demystified and distilled into the powerful, yet simple Bold School Framework for Strategic Blended Learning to help you enhance your instruction and learning.

Formative Assessment to Initiate Personalized Learning
https://www.gettingsmart.com/2015/07/formative-assessment-to-initiate-personalized-learning/
This resource discusses the difference between formative and summative assessment. It also describes how to use them in the classroom and how to use technology as an efficient tool for formative assessment.

Personalized Learning & Formative Assessment
https://www.sdcoe.net/lls/assessment/Documents/ContinuousLearning/Personalized_Learning_Formative_Assessment.pdf
This presentation outlines the vital role that formative assessment plays in personalized learning.

Personalized Learning in the Middle Grades: A Guide for Classroom Teachers and School Leaders
Find it on Amazon.com
Personalized Learning in the Middle Grades shows how teachers in grades 5–8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning—particularly around essential skills that cut across disciplines.

BADGE EARNERS

Justin Andersen
Justin Andersen
Hollie Fisher
Hollie Fisher
Spencer Hadlock
Spencer Hadlock
Kimberly Harmon
Kimberly Harmon
Courtney Hicken
Courtney Hicken
Brooke Pendleton
Brooke Pendleton
Douglas Polson
Douglas Polson
Kindy Viator
Kindy Viator
Christine Wolf
Christine Wolf
Amberly York
Amberly York

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