Skills You Wish Your Students Had Eva L Baker Director National Center for Research on Evaluation Standards amp Student Testing Graduate School of Education amp Information Studies University of California Los Angeles ID: 761292
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Skills You Wish Your Students Had Eva L. BakerDirectorNational Center for Research on Evaluation, Standards, & Student TestingGraduate School of Education & Information StudiesUniversity of California, Los AngelesImagine: Mathematics Assessment for LearningBill & Melinda Gates FoundationChicago, July 21, 2009 © Regents of the University of California
What Should Be Learned and Assessed? http://i97.photobucket.com/albums/l232/ndnprincess13/orlando_bloom_the_lord_of_the_rings.jpg© Regents of the University of California © Regents of the University of California
CRESST Assessment Model Content Knowledge Problem Solving Teamwork Self-regulation Communication Learning © Regents of the University of California
21 st Century Skills Taught and Learned within Content Adaptive problem solving Situation awareness and risk assessment Decision making Self-management Teamwork Learning to learn Communication Application of knowledge to new settings and situations static.flickr.com/80/230668852_055b631d8c_b.jpg © Regents of the University of California
TRANSFER PROGRESSION © Regents of the University of California
An Ontology Is A graphical representation of elements and relationships—a networkUsed to provide transparency and a way to synthesize viewsExpert-based and empirically verified*Provides top level of a whole data base© Regents of the University of California
© Regents of the University of California AASA - 14
Physics Ontology NASBE - 8© Regents of the University of California © Regents of the University of California
Why Ontology for Cognitive Demands? Cognition is swamped by subject matterSometimes performance is oversimplified, i.e., open-ended vs. multiple choiceOften models vary widely so have no consistent meaningIncluding within subject ontology is too busyThink of it as a cross walk© Regents of the University of California
Making Cognitive Ontologies Creating one for each of the following areas : Procedural learning, principle learning, problem solving, communication, learning to learn, decision makingProcessEngaging experts separately to create mapReconcile map of cognitive skillsSubmit for reviewIllustrate in assessments at least 2 subject at 2 age ranges© Regents of the University of California
Scaling UPReal settings inevitably change essentials of interventions and intentions of assessmentTo improve assessments and avoid downsides:Assessments/tests/accountability must include evidence of retention and transfer and of the learners’ ability to apply knowledge to transfer and principles to new complex situationsTeaching and assessment need to attend to transfer © Regents of the University of California
The mind is like a parachuteit works bestwhen it is openhttp://i137.photobucket.com/albums/q236/lbroekst/dalai-lama.jpgJetsun Jamphel Ngawang Lobsang Yeshe Tenzin Gyatso14th Dalai Lama © Regents of the University of California
http://www.cse.ucla.edu Eva L. Baker310.206.1530310.267.0152baker@cse.ucla.edu voicefaxemail © Regents of the University of California