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February 24, 2021

2021 Assessment Playbook for Distance and Blended Learning - A Book Study (Virtual)

February 24, 2021 (beginning)
March 3, 2021
March 10, 2021
March 17, 2021

Click here to download the flyer.

The Assessment Playbook for Distance and Blended Learning - Looking at How we Measure Student Performance in any Setting - A Book Study. - When teachers were tasked with transitioning from face to face to distance (or blended) learning, we were thrown into a brand-new environment of instruction. As such, teachers  were tasked with determining how to navigate instruction and assessment from a distance in completely new ways.  Our model’s for traditional assessments have changed and as we transition back to blended and face-to-face learning we need to evaluate how we will proceed with evaluating performance in any setting.   This book study series provides ample strategies that address the question: “how can I engage in quality assessment of student learning from a distance, in blended, and when we return to the traditional classroom”. Unfortunately, not all assessments that we used in a traditional learning environment worked in a distance and blended learning environments.  As such, this book study series will look at what assessments CAN work in any setting and retain the integrity of the evaluation process.

Session 1 | February 24th | 3:30-5:00: The Challenge of Assessment in Distance and Blended Learning - This first session focuses on some enduring lessons related to assessment. We think of these as “assessment cookies,” or bits of advice that stick with you. In this session, we will examine the impact of these assessment cookies on our instruction. Using an instructional framework highlighted in both The Distance Learning Playbook and this Assessment Playbook, we will look at specifi c opportunities in which we can create authentic assessments. 

Session 2 | March 3rd| 3:30-5:00: The Assessment Playlists: Universal Response and Teach Back Opportunities - Each assessment playlist achieves a particular purpose, an acknowledgment that no single assessment could ever do everything you need. Universal responses are those techniques used by the teacher to allow for simultaneous replies from every member of the group, rather than isolated answers. Teach-back is at its heart a form of assessment for you to gauge your students’ learning by providing insights into their cognitive and meta-cognitive thinking. 

Session 3 | March 10th| 3:30-5:00: The Assessment Playlists: Composing and Self & Peer Assessment - Composition is an umbrella term for all the sophisticated skills that go into the act of writing. While writing itself is a general term for the action of putting ideas onto paper or in a digital format, composition includes all of those cognitive skills and processes that are needed to do so. Quality self-assessments require students to use their metacognitive skills and move beyond yes/no dichotomous answers. Peer assessments enhance the feedback loop. The student receiving the feedback profi ts from another set of eyes, to be sure, but arguably the larger benefi t is to the one posing the feedback. 

Session 4 | March 17th| 3:30-5:00: Assessment Upgrades - There are a number of ways to document learning and use that information as feedback about our impact. Of course, like any upgrade, it’s based on a system that is already in place. You have tools that you have used to document students’ learning and to evaluate profi ciency. Some of these will work perfectly well from a distance; others will not. This section session seeks to improve upon existing assessment strategies to make them applicable in a distance or blended learning environment. 

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Vince Bustamante Dave Nagel