Transcript All Learning is a Celebration Drs. Fiona Baker and Lilly Tennant College of Education, Zayed University.

All Learning is a Celebration
Drs. Fiona Baker and Lilly Tennant
College of Education, Zayed University
Assessment Focus is now ……
Shifting paradigm
which child
knows more? (standardized tests)
what does this child know?
(meaningful assessment)
This follows a 2 step process …
Assuming the concept of eradicating ….
Dispelling Myths and
Resistances
Steps
the
Process
Steps ininthe
Process
….
Step 1:
adapting and modifying
formal assessments
What modifications and
accommodations can be made to
formal assessments and how?
Student Cases: Theresa and Percy
Meet Theresa …
Theresa is 6 yrs old and attends a primary
school in UAE
Is Sociable and friendly
Is very able
Reads at grade level, follows written & oral
instructions
Has difficulty in producing full sentences
Receives speech therapy
Has a shadow teacher support, in the
classroom, although this support is
utilized minimally
During a Formal Assessment …
What modifications / accommodation would
be needed for Theresa’s assessment?
Assuming the test
During
the
Formal
Assessment
requires oral responses …
Assuming the assessment requires the
learners to give oral responses, Theresa
uses her pencil to circles the answer
instead of orally responding.
EASY
Response - Modifications …
The modification is minimal and easily
made. It applies Theresa’s
strengths reading and using her
pencil.
Other learners in the class can equally
join Theresa in responding in this
way.
Does this case dispel the negative
resistances held on modifications?
Meet Percy ……
Percy is eight years old
fatigues quickly, reads significantly below
grade level and hesitates over unfamiliar
words
listening comprehension is superior than his
reading comprehension performance
participates only partially in the lesson
has reduced and simplified content
Classroom instruction:
Assignments are shortened and he uses the Kurzweil
3000 assistive technology / reading machine to
assist in reading comprehension
What is the Kurzweil 3000?

The Kurzweil 3000TM is the comprehensive
reading, writing and learning software
solution for any struggling reader,
including individuals with learning
difficulties, such as dyslexia, attention
deficit disorder or those who are English
Language Learners.
 With Kurzweil 3000, Kurzweil Educational
Systems, Inc. is committed to helping
schools meet the requirements of the No
Child Left Behind Act (NCLB) and
demonstrate success in the classroom for
all students. PUBLIC LAW 107–110—JAN.
8, 2002 115 STAT. 1425
Elkind, J. Research at the Lexia
Institute, California

Elkind, J. (1996). Computer-based compensation of adult reading
disabilities. Annals of Dyslexia, 46.

Elkind, J. (1998). Computer reading machines for poor readers.
California: Lexia Institute.



Elkind, J.I., Black, M.S., & Murray, C. (1996). Computer-based
compensation of adult reading disabilities. Annals of Dyslexia, 46,
159-186.
Elkind, J.I. Cohen, K., & Murray, C. (1993). Using computer-based
readers to improve reading comprehension of students with
dyslexia, Annals of Dyslexia, 43, 238-259.
Elkind, J., Miller, G., & Raskind, M. (1994). Technology to improve
accessibility of the new San Francisco main library for learning
disabled users. Assistive Technology Journal, 10.
Response - Modifications
uses the assistive technology and
adapted format that he uses
during instruction
may receive less content
has more time to complete
may have simplified content
may have a shortened task
Other learners in the class can equally join Percy
in responding in this way.
Tool for Assessment Modification from
Meeting the Challenge, Special
Education Tools that Work for All
Kids. Ralabate, P. (2003).
Create an appropriate tool = accommodation
and modification checklist
Does this case dispel the negative
resistances held on modifications?
Step 2: Creating new, authentic and
meaningful assessments of student
learning
For Theresa and Percy
1. Developing a learner portfolio
2. Open-ended or constructed
response items
3. Performance-based items or events
4. Projects or experiments
Telling a Story … the child’s story… not
the teacher’s story …
Portfolios are thoughtful collections
of a child’s work over time.
tell a child’s story of learning – the
specific content is far less
important than the thoughtful
process that children engage in as
they construct and assess
collections of their work over time.
The 3 Pillars of Portfolio
Assessment
Learning outcomes
– What students should
know and be able to do
Contents
– What should go into the
portfolio to demonstrate
what students know and
can do
Assessment
– How the portfolio material
(entries) should be
assessed and what criteria
will be used
Keeping an Assessment Portfolio as evidence
of learning and of understanding
A Collection of Materials
Teacher
and peer
comments
Evidence of growth as a learner and
understanding of taught materials
Selection of Materials
Discussion
Notes
Diary
Comments
Student
reflections on
classes
The best evidence of
student learning
Student self
reflections
Teacher and
peer feedback
Self critique
Critical selfevaluation
Reflections
Critical reflections
Video and art work
illustrating
How the student is going to
commitment to group
alter their approach to learning
projects
Concept of a Portfolio
1. For personal improvement
The reasons:
1
2. As a requirement
of your school
5. Evidence of student
achievements
5
4. To demonstrate
suitability to
progress to next
year band
2
Portfolio
4
3
To demonstrate
to teachers and
parents that
student is a an
reflective learner
3. For successful
completion of
year of study
Portfolio Culture Team
Dispelled Myths and
Negative Assumptions
Let’s start to meet our
assessment needs today
Thank You!