keys to successful 21 st century educational leadership chapter 12 developing new millennium...

Keys to Successful 21st Century Educational Leadership

Chapter 12

Developing New Millennium Assessments

ISLLC Standards 1 – 6

Jazzar & Algozzine

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Assessment that includes self and peer assessments, authentic assessment, family and

community involvement will be critical to new millennium education.

Assessment that is based on research of emotional intelligence and developmentally

appropriate practices are essential.

Copyright © Allyn &Bacon 2007Copyright © Allyn &Bacon 2007

Early Childhood Assessment

Keys to Implementing Successful Early Childhood Assessments:

Test Results Reflect Distributions not Individuals- Whenever a measurement is applied to a group of people of any age, especially a group that is diverse in background, experience, aptitude, development, culture, language, and interests, some will rank higher and some lower than others on any item assessed.

Interpretations May Reveal Limitations - Educational leaders should clearly understand that assessments at the early childhood level will yield vast differences. It is best for educational leaders to implement assessments that determine achievement on an individual basis.

Copyright © Allyn & Bacon 2007Copyright © Allyn & Bacon 2007


Successful Schooling Begins in Early Childhood - Failure to assess and intervene early in a child’s life might mean that some children will be deprived of needed interventions with special services at a time when these services can do the most good.

Developmentally Appropriate Assessments are Essential - Educational leaders are accountable for applying all developmentally appropriate assessments and interventions for the learning situation at hand.



Assessment Informs Instruction- Developmentally appropriate assessment procedures should therefore indicate which of the strategies and resources are available and judged appropriate.

Early Assessment Narrows the Achievement Gap- Early childhood assessment and interventions were consistently associated with higher rates of high school completion and lower rate of juvenile arrest for violent and nonviolent offenses.



Family Involvement Should Begin Early

- Early childhood interventions emphasize the importance of the role of the family.

-Strategically, the target of the intervention must be the family.


Moving From Assessment to Intervention

Keys to Early Childhood Assessment and Intervention:

Key 1 – Dispositions, feeling, skills and knowledge- Adults should include the assessment of individual children’s progress in acquiring desirable dispositions, feelings, skills, and knowledge

Key 2 – Documentation is critical- Documentation is the primary strategy for recording and presenting such assessments.



Key 3 – Eventual Self-Assessment- Preschoolers and children in the primary grades can be encouraged to assess their own work.

Key 4 – Understanding by the assessed subjects- Those tested should be informed about the standards upon which the assessments were based



Key 5 – Meta-cognitive understanding of learning- From 3rd grade on, most children should be taught how to assess the general progress of their own learning

Key 6 – Self-evaluation- From time to time, children can be asked to judge their own progress, using three or four categories



Key 7 – Contributing to class ethos- Depending on their ages, children as a group can be encouraged to develop some criteria concerning what they want their classroom life to be like.

Key 8 – Student led discussions-Periodically, the teacher or a child can lead the group in a discussion concerning how well they are doing on these criteria as a class, and what additions or modifications of the criteria might be tried.


Family Support

With family support, early childhood interventions implemented by schools have maximized the following:

Gains in emotional or cognitive development for the child

Improvements in educational process and outcomes for the child

Increased economic self-sufficiency, initially for the parent and later for the child

Reduced levels of criminal activity Improvements in health-related indicators, such as child

abuse, maternal reproductive health, and maternal substance abuse


The Unknown

There is still a lot that is unknown about early childhood intervention assessments:

How early interventions can best be targeted to those who would benefit most.

Whether the model programs evaluated to date will generate the same benefits and savings when implemented on a large scale.

What the implications of the changing social safety net are.


Authentic Assessment

For 21st century schools to be successful, meaningful, and potent, student assessment will need to keep up with the times.

Authentic assessment is known generally today as the form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.



21st century authentic assessments need to be based on the following criteria:

Key 1 – Assess what is important!-If what we want students to learn is true to life, so must the assessments be true to life for the same reasons.

Key 2 – Assess what schools teach!-Educational leaders of the 21st century need to engage in designing assessments that measure more validly what schools try to teach.



Key 3 – Assessments should not be trivial pursuits- Assessments of the 21st century need to capture students’ understanding of the learning process, teach students how to think, and graduate much more than good test takers.

Key 4 – Assessments should be worthy of accomplishing meaningful achievement- The 21st century outcomes measured by assessments will represent appropriate, meaningful, significant, and worthwhile forms of human accomplishment.



Key 5 – Assessment should be authentic- Authentic assessment requires students to demonstrate specific skills and competencies by engaging in a complex performance, creating a significant product, or accomplishing a complex task using higher order thinking, problem solving, and often creativity.

Key 6 – Assessments should be contextual- 21st century authentic assessments need to be based on the knowledge and processes learned and practiced in the context of thematic curriculum.


Essentials of Authentic Assessment

Key 1: Knowledge, skills, and dispositions are embraced

Key 2: Alignment to content, outcomes and instructional practices

Key 3: Providing of multiple opportunities

Key 4: Authentic assessment includes feedback and reflection

Key 5: Highly contextual in nature


Best Practices/Current Practices

Comparing the impacts between authenticassessments and traditional assessmentsprovides understanding of authenticity and

insight of assessment design and use.

The Keys of Comparison: Performing a task not selecting a response Real-life, not contrived tasks Construction and application are more

important than recall and retention Learner-driven not teacher-driven Direct, not indirect evidence is best


Critical Keys to Implementing Authentic Assessment

Critical Key 1: Authentic assessments touched reformists’ nerves by appealing to the need to make assessment more relevant.

Critical Key 2: Authentic assessment is time and cost intensive.

Critical Key 3: The emphasis on authenticity gives rise to contradiction. If an activity is selected because it is authentic, who is to determine its authenticity?

Critical Key 4: Authentic assessment is a movement in process and both its role and its relationship to standardized testing are still being defined.



Critical Key 5: There is a dark side to instruction driven by assessment. Evaluators of authentic assessment need to refuse to make the type of assessment an “either or” proposition and find ways to integrate a diversity of authentic assessments.

Critical Key 6: Authentic assessments also provide parents and community members with directly observable products and understandable evidence concerning their students’ performance.

Critical Key 7: If properly initiated, authentic assessment should bring the students’ learning out into the open where the teacher can see what is going on within the students’ mind.



Critical Key 8: Advocates of authentic assessments connect the classroom life beyond the school while advancing the quality of teaching in the process.

Critical Key 9: All too frequently, discontinuity occurs between the classroom and what student must do outside their schooling. This discontinuity provides a primary rationale for authentic assessment.

Critical Key 10: Authentic assessment practices permit the educator not only a richer evaluation of student achievement, but also to transform the processes of teaching and learning away from drill and recall.



Critical Key 11: Authentic assessments will need to be based on standards, provide multiple indicators or appraisal, and pass the tests of reliability and validity.

Critical Key 12: Authentic assessments neutralize some of the disadvantages that culture and language minority children must shoulder.

Critical Key 13: The costs and feasibility of using authentic assessment instead of high stakes standardized tests determining such matters as graduation, and professional licensing is unknown.


Assessing Emotional Intelligence

As a guide to assessing effective emotional intelligence, Goleman (2000) suggests that a curriculum should

encompass the following contextual keys: Self awareness Decision making Managing feelings Self concept Optimism versus pessimism Handling stress Communications Group dynamics Conflict resolution Empathy


Building Achievement with Emotional Intelligence

Broadening the existing notion of intelligence so that it incorporates many significant faculties will lead to increased 21st century student

achievement.

Keys to Increasing 21st Century Student Achievement: Key 1: Potential for isolation by brain damage, making it

separable from other abilities in the functioning of the brain. Key 2: An evolutionary history and evolutionary plausibility. Key 3: An identifiable core operation or set of operations. Key 4: Susceptibility to encoding in a symbol system. Key 5: A distinct developmental history, along with a

definable set of expert, or end state, performances.


Keys to Emotional Intelligence Assessments

Conditional Key 1: Acceptance of emotional intelligence as a science

Conditional Key 2: Need for empirical data on emotional intelligence

Conditional Key 3: IQ or EQ or both? Conditional Key 4: Need for longitudinal studies Conditional Key 5: Devaluation of emotional

intelligence Conditional Key 6: Redefining “smart”


keys to successful 21 st century educational leadership chapter 12 developing new millennium...

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