Personalized Assessment, a post by Dean Shareski, discusses an issue many of us have faced: How do we assess students as assignments become more personalized? To bring this to Web 2.0 tools, how can we accurately track and assess students progress on a skill?
Of course, the focus nowadays is on standardized testing. To me, this seems out of touch with the push for differentiated learning that I am experiencing in my county. How can we change the way we assess students to fit more personalized, differentiated learning?
Realistically, creating differentiated assessments for all students would be extremely time-consuming and nearly impossible, especially in middle and high school. Perhaps, though, there are ways to differentiate the assessment and allow more student input.
What are some of your thoughts on personalized assessment? Have you ever tried to do this? What were the results?
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Preface: This is the third time I’m trying to comment on your post. There were several excellent comments that I responded to two hours or more ago. I wanted to link my comment per the class directions for my assignment but couldn’t find my comment or those of others who posted. This goes with my comment about “pet peeves re: technology”.
ReplyDeletePersonalized assessment doesn’t work for special ed children in my experience. It may not work well for mainstream students for similar reasons as noted here. Special ed students take too long to comprehend assessment conditions, such as listed in rubrics. In the time it takes an instructor to explain the rubric, the special ed student could probably have completed the assignment. It is often advantageous to simply staple papers together to physically demonstrate progress to most learning disabled students, who are often non-verbal (limited vocabulary), spatially oriented, kinesthetic learners who are motivated by quantity and effort, not metacognitive analysis of subtle differences between one of 20 squares on a rubric. Rubrics are also tough for special ed students because they’ll either grade themselves too harshly or their friends too gently.
I am becoming more inclined to use experiential game learning environments rather than use personal assessment techniques. The assessment is part of the game and not an abstraction making it preferable to both special ed and mainstream children alike.