Week 5 Practice- How will you use assessment to help learners improve?

The purpose of this practiceis begin to decide how you will use assessment to help learners improve.


Mindset

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Guiding Principle

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Goal

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Ohana Google Classroom
Practice Order
I. Absorb Set
12 hour break (minimum)
II. Do Set
12 hour break
(minimum)
III. Connect Set
12 hour break
(minimum)
IV. Reflect Set*
V. Badge*

*Self-Directed Paths

Online assessments measure how much each learner is developing and improving his or her thinking skills within a specific subject.

The most credible online assessments are aligned with thinking tasks that ask learners to apply the subject content to their personal and professional lives. Multiple choice tests are not an effective online tool for assessing life situations.

When you plan assessments, be clear about your purpose.


How to use assessment to help learners improve?


The meaning of sadhana.

Sadhana does not mean any specific kind of activity. Sadhana means you are using everything as a tool to open to the flow of natural experience.

Natural experience opens your connection to understanding and wisdom as it naturally comes and goes in the give and take of the river of life.

Sadhguru & T.Y. Pang

The meaning of true education.

True education should wake up the Innate Humanity inside of you. When you reach a higher level of practice and understanding, you learn to harmonize yourself inside, then you become able to harmonize with other people, and with outside situations.

T.Y. Pang

The Promise

It is up to you to make the time for practice; the more you practice the more you will learn.

Time is a created thing. To say I don’t have time,’ is like saying, I don’t want to.

― Lao Tzu

Practice In Order
I. Absorb Set

Let’s Begin
First, please complete the sadhana practice. Second, click on each question and review each answer. Third, take a break!


1. Complete the Elements of Thought sadhana practice.

Sadhana does not mean any specific kind of activity, sadhana means you are using everything as a tool to open to the flow of natural learning.

Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. If we want to think well, we must understand at least the rudiments of thought, the most basic structures out of which all thinking is made. We must learn how to take thinking apart.


Foundation for Critical Thinking

The purpose of this sadhana is to help you open to the flow of natural experience and reasonable thinking.

1. Relax for 5 minutes.

Quietly sit straight and upright for 5 minutes, head and spine straight, concentrating only on your breath. Sit in an erect position, shoulders relaxed, palms flat on thighs. Center your focus on your midsection. Breath in and out deeply through your nose.

Pay attention to your spine. Your spine is where you will feel the flow of energy. Notice which parts of the spine feel warm and where there are no feelings or numbness. This information will indicate where your energy is flowing and where it is not. Your energy originates in the spine and flows out through the body.

straight and upright

When thoughts come up, let them go gently. Don’t beat yourself up. That just brings more thought. Gently let them go. Remember to keep your head and spine straight.

  • Recognize your thoughts.
  • Allow your thoughts to be just as they are.
  • Investigate your thoughts with kindness.
  • Natural awareness will come from not identifying with your thoughts.

2. Watch the video below.
Critical Thinking for Children – Intellectual Virtures

3. Open to natural awareness for 2 minutes.
3. Think about gathering information.

Now tap into your awareness. Think about gathering Information. All reasoning is based on data, information and evidence.

Information includes the facts, data, evidence, or experiences we use to figure things out. It does not necessarily imply accuracy or correctness.

  • Restrict your claims to those supported by the data you have.
  • Search for information that opposes your position as well as information that supports it.
  • Make sure that all information used is clear, accurate and relevant.
  • Make sure you have gathered sufficient information.

Complete the following understanding of inference:

  • I understand “information” to mean…
  • In other words, [elaborate in a few sentences]…
  • An example of someone having purpose would be…
4. Keep reminding yourself why you do sadhana.

Otherwise, your thoughts, your emotions, your physicality will get entangled with your runaway mind.

2. What is assessment?

Assessment is about helping learners improve their ability to do something successfully or efficiently.

Assessment is typically a series of progressive activities that act as stepping-stones, to help learners improve their ability to do something successfully or efficiently.

Assessment is an ongoing practice that gradually builds, applies and evaluates thinking. Task assessments need to be directly aligned to learning outcomes to accurately measure results.

3. What is alignment?

Alignment means that all aspects of your online course – from competencies, standards, guiding principles, performance indicators, outcomes, content, resources, activities and assessments – are all directly related to each other, and support learner improvement throughout the course.

  • Alignment helps learners clearly know what to do during assessment.
  • Alignment helps you plan assessment activities.
  • Alignment helps you develop assessment criteria and strategies to help learners improve.
  • Alignment helps learners to open to new understanding of your learning outcomes.
  • Alignment helps learners improve their ability to do something successfully or efficiently.
4. How do I assess ability?

A competency is the ability to do something successfully or efficiently. So, how do you assess whether your learners do something successfully or efficiently?

A competency is used as a guide to develop specific tools to measure student learning with a specific subject under different circumstances.

A competency has a standard, guiding principles, rubric with criteria and performance indicators, and an outcome.

  • A standard outlines the overall thinking and frame of mind needed for competency.
  • The guiding principles support the fundamental assumptions that lead to the standard.
  • A rubric evaluates performance on a task and is comprised of two components: criteria and levels of performance.
    • Every rubric has at least two criteria and at least two levels of performance.
    • The criteria, characteristics of good performance on a task, are listed in the left-hand column in the rubric.
    • For each criterion, determine to what degree the student has met the level of performance.
  • Outcomes are measurable learner practices that can be observed and assessed.
5. What is formative assessment?

Formative assessment is a tool to facilitate student learning and provide ongoing feedback during the instructional unit/week.

Formative assessment is a tool to guide ongoing student learning. Formative assessment helps the teacher provide ongoing feedback that improves both teaching and learning. 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.

Formative assessments have lower point values. The following is an example of a formative assessment for clarity.

SEE-I

The SEE-I is a useful process to create questions to clarify almost any content. The letters in the SEE-I stand for steps in the process:

  • S is a STATEMENT: A clear, concise, correct definition of the term.
  • E is an ELABORATION: Another way of saying it, using your own words.
  • E is an EXAMPLE: A good one, one that is correct and actually works.
  • I is an ILLUSTRATION: A metaphor, image, or comparison, e.g., the term is like a …
  • STATE: In my own words ,the definition of______is ______
  • ELABORATE:  In other words…
  • EXAMPLE:  For example…
  • ILLUSTRATE:  To illustrate…

  • State. To state something is to say it briefly, clearly and sometimes it means offering the most basic put precise definition. Sometimes the “state it” definition is the textbook definition.
  • Strategies to help students clearly state their idea or main point:
    • Have the student complete the phrase “I think…” about their idea or main point.
    • Ask the student to state their idea or basic point in one simple sentence. S: State
  • Elaborate. To elaborate on the statement above is to expand it, explain it in your own words at a greater length.
  • Strategies to help students expand on their idea or main point are:
    • Have the student complete the phrase “In other words…” about their idea or main point.
    • Ask the student to elaborate their basic point more fully.
  • Exemplify. To give a good example of a topic or concept is to clarify for yourself or your audience what you mean after “stating” and “elaborating.” It is best to have an original example that you pull from your own life or the world around you.
  • Strategies to help students exemplify their idea or main point are:
    • Have the student complete the phrase “For example…” about their idea or main point.
    • Ask the student to give you an example of their point for their experience.
  • Illustrate. An illustration of a concept or topic provides a picture to clarify one’s thinking. It might be a graph, diagram or concept map. Typically, it can be a metaphor, simile or analogy that captures the meaning.
  • Strategies to help students illustrate their idea or main point are:
    • Have the student complete the phrase “It is like…” about their idea or main point.
    • Ask the student to give you an analogy or metaphor to help you see what they mean.
6. What is summative assessment?

Summative assessment is tool to evaluate student learning at the end of an instructional unit/week. Evaluation is done by comparing results from unit/week outcomes with your course outcomes.

Summative assessment is a tool to evaluate student learning at the end of an instructional unit. This is done by comparing the outcomes with some standard or benchmark. Summative assessments have higher point values and are more substantive activities (i.e., projects).

A rubric is used to assess learner performance on outcomes aligned to a particular standard. A rubric evaluates performance on a task and is comprised of two components: criteria and levels of performance.

Outcome Rubrics Example

The learner shows successful ability in the performance of the standard based on the following evidence of frequency and depth:

  • Never – no points
  • Rarely- 1-2 points
  • Sometimes with limited understanding 3-5 points
  • Often- inconsistent, sometimes superficial 6-8 points
  • Mostly has a depth of understanding 9-10 points
7. What is self-assessment?

Self-assessment is a tool to help learners become self-directed learners (assess yourself) and continuously improve. Learners need to know how to identify gaps in their learning to improve. Learners need to practice identifying what they learned, what they need to learn, and how they will learn. Learner self-assessments are both formative and summative. 

Self-assessment is a valuable learning tool.  Learners can:

  • identify their own skill gaps, where their knowledge is weak
  • see where to focus their attention in learning
  • set realistic goals
  • revise their work
  • track their own progress
  • stay involved and motivated
  • self-reflect
  • take responsibility for their own learning.

Make sure you set create clear and accurate criteria for student performance. Question students about the criteria, and how to apply them, when they assess their work. Create activities where learners practice assessing themselves.

Focus on improvement over deadlines. Provide learners timely feedback and comments on their work from the instructor, and other learners.  

8. What is authentic assessment?

Authentic assessment encourages the integration of teaching, learning and assessing.

An authentic assessment includes;

  1. an authentic task for students to perform,
  2. rubric/scoring guide by which the performance on the task will be evaluated.

Activities that are assessed need to be authentic, diverse, flexible, and relevant. Learners need to know why and how they are being assessed, and how it relates to helping them improve. Assessment details, criteria and measurements should be clearly described in the beginning of the course.

How to Create Authentic Assessment
9. What are the benefits of online assessment?

Break
Slow Walk

Practice in order

Take a break for 12 hours (min)