The following PowerPoint presentation was delivered at an Advanced Academics training in early 2010. Although the topic of the presentation is alternative assessment, the idea of using ascending levels of questioning may also be useful in extending the thinking of Advanced students after the lab investigation. Please see slides 22-30 for an example.

Please contact Advanced Academics for further information.

Assessment for Advanced Academics

In a time of Standards and Standardization

Essential Questions

• What is the purpose of assessment?• What factors should be considered when

assessing advanced academic students? • In what ways should assessment be

differentiated when you assess advanced academic students?

• What are the implications of common assessments for advanced academic students?

What is Assessment?

Assessment is defined as the process of gathering and organizing

information about student work from a variety of sources for the purpose

of making sound educational decisions.(VanTassel-Baska 2008)

What is the purpose?

• To move students towards mastery of skills and concepts.

Additional goals for Advanced Academics…

• To move students towards expertise.

• To move students towards autonomy as learners.

• To give students opportunities to perform as practitioners in the discipline.

Why?

Why?

and toward a knowledge economy

Moving away from an industrial economy

innovation is a major keystone

Why?

We must CHANGE

in the GLOBAL economy.

if we HOPE to compete

(NCEE 2006)

Why?

We must try to CULTIVATE our most creative citizens.

We must TEACH creativity.

How?

Alternative Assessment

Alternative Assessment

– The “ceiling effect”– Rigor, depth and complexity – Value-added learning – Creative applications of learning

Why Not Let High Ability Students Start School in

January? (Reis, Westberg, Kulikowich, et. Al 1993)

What?

Examples

• Performance Based Assessment– Portfolios– Presentations– Real world applications of knowledge

• Creativity and product assessment models– Creative Problem Solving– Future Problem Solving– Problem Based Learning

Ascending Intellectual Demand

PRACTITIONEPRACTITIONERR

EXPEREXPERTT

APPRENTICAPPRENTICEE

NOVICNOVICEE

Ascending Intellectual Demand

Concept AttainmentPRACTITIONE

R

EXPERT

APPRENTICE

NOVICE

Manipulates micro-concepts one-at-a time

Connects information with a micro-concept

Creates generalizations that explain connections among concepts

Utilizes concepts within and among disciplines in order to derive theories and principals

Ascending Intellectual Demand Autonomy

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Seeks affirmation of competency in order to complete a task

Seeks confirmation at the end of a task.

Reflects upon both content and skills in order to improve understanding/performance.

Works to achieve flow and derives pleasure from the experience (high challenge, advanced skill/knowledge)

Ascending Intellectual Demand

Skills and Task Commitment

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Requires skill instruction, guided practice, support, encouragement and guidance.

Applies skills with limited supervision.

Exhibits task commitment and persistence when challenges are moderate.

Independent and self-directed learner.

AID in Science

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Sees science as a body of facts and skills.

Sees science as a body of concepts and recognizes connections among the microconcepts.

Understands and appreciates that scientific knowledge is never declared certain.

Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Sees science as a body of facts and skills.

Sees science as a body of concepts and recognizes connections among the microconcepts.

Understands and appreciates that scientific knowledge is never declared certain.

Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules.

What does this look like at each level?

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Sees science as a body of facts and skills.

What does this look like at each level?

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the different types of cells found in a multic-ellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the different types of cells found in a multic-ellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Sees science as a body of concepts and recognizes connections among the micro-concepts.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the different types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Identifies and/or describes the different types of cells found in a multi-cellular organism and recognizes that there is frequently a relationship between form and function in living things.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the different types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Identifies and/or describes the different types of cells found in a multi-cellular organism and recognizes that there is frequently a relationship between form and function in living things.

Understands and appreciates that scientific knowledge is never declared certain.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things.

Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things.

Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle.

Makes a contribution to the discipline and or field (e.g. new experiments, new observations, new methods and tools, new theories, principles, and rules.

LS.3 A The student will investigate and understand that living things show patterns

of cellular organization.

PRACTITIONER

EXPERT

APPRENTICE

NOVICE

Identifies and/or describes the types of cells found in a multi-cellular organism and explains how their characteristics relate to their specialized functions.

What does this look like at each level?

Identifies and/or describes the types of cells found in a multi-cellular organism and recognizes there is frequently a relationship between form and function in living things.

Recognizes the principle of “form follows function” frequently applies in living and non-living things. Categorizes a variety of examples and non-examples of this principle.

Critically analyzes the principle of “form follows function” and develops generalizations about its application in nature and in the man-made world that lead to new insights about the nature of science.

Discuss

• What is the purpose of assessment?• What factors should be considered

when assessing advanced academic students?

• In what ways should assessment be differentiated when you assess Advanced Academics kids?

Reflection

What role do common assessments play when

using the novice to expert continuum to create

Ascending Intellectual Demand?