Presentation on theme: "Rich Classroom Assessment through Implementation of Project Based Learning Denise White WVDE Office of Instruction."— Presentation transcript:
Rich Classroom Assessment through Implementation of Project Based Learning Denise White WVDE Office of Instruction
What is PBL? Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.
A Project Learning Classroom is... Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative Communication- focused Research-based Technology- enhanced 21 st Century reform- friendly Hard, but fun!
Project Learning is Skill-Based To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communication – present To learn written communications – write
Project Learning is Skill-Based To learn technology – use technology To develop citizenship – take on civic and global issues To learn about careers – do internships To learn content – research and do all of the above
6 The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations International Center for Leadership in Education
In a project learning classroom The teachers role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.
Rigor/Relevance Framework Step 1. RIGORRIGOR Relevance High Low C A D B High Teacher gives students a real- world question to answer or problem to solve.
Rigor/Relevance Framework Step 2. RIGORRIGOR Relevance High Low C A D B High Students seek information to answer question or solve problem.
Rigor/Relevance Framework Step3. RIGORRIGOR Relevance High Low C A D B High Students test the relevancy of the information as it relates to the question or problem.
Rigor/Relevance Framework Step 4. RIGORRIGOR Relevance High Low C A D B High Students reflect on the potential use of the new information as a solution
Rigor/Relevance Framework Step 5. RIGORRIGOR Relevance High Low C A D B High Students apply the information learned to answer the question or to solve the problem.
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
Pbl vs. projects ProjectsPBL Teacher directedInquiry based Highly structuredOpen-ended SummativeOn-going ThematicDriving question/challenge FunEngaging Answer givingProblem solving De-contextualized – School worldContextualized – Real world Continuum of Practice
DESIGN FOR ASSESSMENT CONTENT PLAN INSTRUCTION ASSESSINSTRUCTION PLAN ASSESSMENT OUTCOME PLAN ASSESSMENT ASSESS PLAN INSTRUCTION INSTRUCTION Traditional Approach: Outcome-Based Approach:
How Do We Assess in PBL? Formative Assessment Performance Assessment Summative Assessment
Formative Assessment takes place during the learning process informs both teachers and students allows teachers to adjust instruction involves students cannot be separated from the instructional process is Classroom Assessment for Learning
Formative Assessment gives teachers information that they can use to inform their teaching and improve learning while it is in progress and while the outcome of the race can still be influenced. Laura Greenstein What Teachers Really Need to Know about Formative Assessment
Formative Assessment: Focuses instruction on informed priorities Allows for customized learning Encourages teachers and students to work together toward achievement Increases student engagement and motivation Increases coherence between curriculum, instruction and assessment
Student Focused Formative Assessment helps teachers Consider each students learning needs and styles and adapt instruction Track individual student achievement Provide appropriately challenging instructional activities Design student assessments Offer all students opportunities for improvement through descriptive feedback
Instructionally Informative Formative Assessment Provides a way to align standards, content, and assessment Allows for purposeful selection of strategies Embeds assessment in instruction Guides instructional decisions
Outcomes Based Formative Assessment Emphasizes learning outcomes Makes goals and objectives transparent to students Provides clear assessment criteria Closes the gap between what students know and desired outcomes Provides feedback that is relevant, comprehensible, actionable Provides valuable diagnostic information by generating informative data
Formative Assessment focuses on achieving goals rather than determining if a goal was or was not met.
Research Formative Assessment shows an effect size of between.4 and.7, the equivalent of going from the 50 th percentile to the 65 th percentile. Paul Black & Dylan Wiliam, 1998 Inside the Black Box: Raising Standards Through Classroom Assessment
Seven Strategies Where am I going? 1.Provide clear Learning Target 2.Use exemplars of strong and weak work Where am I now? 3.Provide descriptive feedback 4.Teach students to self-assess & set goals How can I close the gap? 5. Design lessons to focus on one aspect 6.Teach students focused revision 7.Engage students in self-reflection, let them keep track of and share their learning Stiggins, 2006
Know – Need to Know Conducted at the beginning of a PBL Helps teacher determine what clinics or mini-lessons to conduct May grow as students work through their project Can be used as a checklist at the end of the project to determine if needs were met
Observations in PBL Allow teachers to – Assess how well students work with others Teacher Observation Checklists – Assess student use of technology – Assess student understanding of content
Questioning in PBL Allows teachers to – Determine which content has been learned – Determine if students understand the process as well as the content – Target individual students during a presentation to determine if all students understand the content
Discussion in PBL By listening to student discussions during a PBL a teacher can – Determine student depth of understanding – Assess student communication skills – Evaluate how well students collaborate
Logs in PBL The use of Journals or Learning Logs can help teachers to – Assess student skill in communication through writing – Assess student depth of understanding – Assess student ability to present logical arguments to back up their opinions – Examine sources used to gather information
Peer/Self- Assessment These assessments help teachers – Assess what students say they know – Understand what peers understand about the assignment These assessments help students – Assess their own learning – Set goals for their own learning – Become more metacognitive and self- directed
Practice Presentations These assessments help teachers – Gauge student progress toward completion of the project – Assess what presentation skills need to be retaught These assessments help students – Practice in a safe environment – Receive feedback from peers – Understand what needs to be done before the final presentation
Quizzes in PBL Have a place in PBL May be used to determine if the content knowledge is being acquired Should provide explicit feedback to students May or may not be used for a grade