assessing deeper learning
DESCRIPTION
Slides for March 3, 2014 DLMOOC panel discussion from Peter KannamTRANSCRIPT
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Deeper Learning
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PISA
Unlike many tests, including other interna;onal assessments, PISA was designed from the outset explicitly to measure many deeper learning competencies.
PISA also reports the propor;on of students who perform at six performance levels, which are based on the difficulty of the tasks students are asked to perform. Those at Levels 5 and 6, who can complete the most cogni;vely complex tasks, are considered “top performers.”
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Deeper Learning Levels Test Ques;ons (Level 2)
Helen the Cyclist Helen has just got a new bike. It has a speedometer which sits on the handlebar. The speedometer can tell Helen the distance she travels and her average speed for a trip.
Ques;on On one trip, Helen rode 4 km in the first 10 minutes and then 2 km in the next 5 minutes. Which one of the following statements is correct?
A. Helen's average speed was greater in the first 10 minutes than in the next 5 minutes.
B. Helen's average speed was the same in the first 10 minutes and in the next 5 minutes.
C. Helen's average speed was less in the first 10 minutes than in the next 5 minutes. D. It is not possible to tell anything about Helen's average speed from the informa;on given.
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Deeper Learning Levels Test Ques;ons (Level 6)
Helen the Cyclist Helen has just got a new bike. It has a speedometer which sits on the handlebar.
The speedometer can tell Helen the distance she travels and her average speed for a trip
Ques;on Helen rode her bike from home to the river, which is 4 km away. It took her 9 minutes. She rode home using a shorter route of 3 km. This only took her 6 minutes. What was Helen's average speed, in km/h, for the trip to the river and back? Average speed for the trip: ..................... km/h
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Deeper Learning Levels • At Level 6 students can conceptualize, generalize, and u;lize
informa;on based on their inves;ga;ons and modelling of complex problem situa;ons. They can link different informa;on sources and representa;ons and flexibly translate among them. Students at this level are capable of advanced mathema;cal thinking and reasoning. These students can apply this insight and understandings along with a mastery of symbolic and formal mathema;cal opera;ons and rela;onships to develop new approaches and strategies for aaacking novel situa;ons. Student at this level can formulate and precisely communicate their ac;ons and reflec;ons regarding their findings, interpreta;ons, arguments, and the appropriateness of these to the original situa;ons.
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The OECD Test for Schools A Richer Measure. Assesses knowledge of math, reading, and
science, as well as student acquisi;on of key deeper learning skills, such as cri;cal thinking and problem solving. Data Rich. Schools get detailed reports with analysis of test results and student survey data. Manageable. A sample of between 85 (for most schools) and 49 (for small schools) 15-‐year-‐old students is needed. CTB/McGraw Hill administers the test, analyzes the results, and produces the reports. Only 3.5 hours, including surveys and breaks, flexible tes;ng window, paper and pencil test.