Presentation on theme: "The 21 st Century Context for Standards-Focused Project Based Learning."— Presentation transcript:
The 21 st Century Context for Standards-Focused Project Based Learning
Create a Balanced Assessment Plan Stage 2
Balanced Assessment Plan Formative assessments that allow you to give feedback as the project progresses – Classroom Assessments for Learning Classroom Assessments of Learning that provide students with a culminating appraisal of their performance
Align products with Outcomes. Planning effective assessments requires that you work backwards to align the product or performances for the project with the outcomes.
Align Products with Outcomes This requires: Identifying culminating products for the project Using multiple products and providing feedback to students Using artifacts – evidence of the process of student thinking – to assess learning skills or habits of mind
Establish Performance Criteria How well do the students know the content? What is their skill level? How well did they apply their knowledge and skills as they prepared their product?
How will products allow students to demonstrate their learning? If the project asks students to demonstrate proficiency in three areas, each outcome must be assessed and included in one or more of the components of the products for the project.
For example, You have identified: Four (4) content objectives Three (3)learning skills objectives Two (2) technology tool objectives You may first decide the products students will produce: Exhibition Research paper Journal
Culminating Products Research papers Report to school staff or authentic audience Multimedia shows Presentations at school-wide assemblies Exhibitions in the school or community Websites Public service announcements
Advantages to using exhibitions Participant involvement in establishment of criteria Demonstration of progress toward different goals or criteria Teamwork that provides emotional support and feedback Exercises in meta-cognitive training Students as knowledgeable practitioners Multiple assessors
A systematic set of checkpoints for project products will not only help keep students on schedule, but it will also help them refine and improve their work.
Examples of multiple products Proposals Outlines Plans Blueprints Drafts Edited drafts revised drafts models Product critiques Videos Final versions of papers Field guides Biographies Websites
Artifacts Notes Journal entries /Telephone records Records of conversations, decisions, revisions Interviews using a structured set of questions developed by the students Short reflective paragraphs describing the progress of a project Task chart Project Team Contract Meeting notes
Know What to Assess Unpack the content standards and objectives –Series of specific statements of what needs to be learned –Think about unpacking the task(s) –Define the habits of mind or learning skills and technology tools by specific statements or indicators
ASSESSMENT PRACTICES Exhibitions of work Variety of assessment tools Professional standards of performance Student involvement in creating criteria for project (rubric) ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
TRADITIONAL ASSIGNMENT RESEARCH PAPER Required Elements: Select a disease to study Go to library and do research Write ten pages Use proper essay form Include a bibliography
PBL ASSIGNMENT HEALTH PROJECT Required Elements: Develop family medical histories Write proposal to study health issue of personal or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials for underserved population Present to real audience
TRANSFORMING PRACTICE Traditional Assignment Student works alone Context is school Assessment by teacher only PBL Assignment Student works alone and in teams Context is family and community Assessment by real audience and teacher
WHY ASSESS? What role does assessment play in project-based teaching and learning?
PURPOSES OF ASSESSMENT Help students become aware of areas of need Formative -- help students along the way, ongoing Proof of learning, growth Feedback helps create better product/project Opportunity to test depth of understanding Helps to define lesson design and performance Helps teachers determine what to reteach Allows for natural adult connections Helps to share the workload Checkpoint for integration
DESIGN FOR ASSESSMENT CONTENT PLAN INSTRUCTION ASSESSINSTRUCTION PLAN ASSESSMENT OUTCOME PLAN ASSESSMENT ASSESS PLAN INSTRUCTION INSTRUCTION Traditional Approach: Outcome-Based Approach:
BALANCED ASSESSMENT COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK USE A VARIETY OF METHODS: Tests Product assessments Performance assessments Self-Reports
In-Process Feedback: WHEN? WHO? Key considerations: Frequency, Timing, & Who Gives Feedback START END FORMATIVE ASSESSMENT
Curricular Priorities and Assessment Methods Traditional quizzes and tests (selected response) ……. Quizzes and tests (constructed response) ……. Performance tasks and projects … Performance tasks and projects (complex, open-ended, authentic) ……...
The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understandin g Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations