1. Copyright © 2002 The George Lucas Educational Foundation Assessment What have we learned?

2. -- Danielle Bolduc Technology Integration Facilitator (2000) Technology & Assessment “Putting the power of technology to work for all students requires a broadly conceived approach to educational change that integrates new technologies and curricula with new ideas about learning, teaching, and assessment.”

3. Assessment

4. -- Edutopia: Success Stories for Learning in the Digital Age “Superficial forms of assessment tend to lead to superficial forms of teaching and learning.” Teaching to the Test

5. Why Assess?  Provide diagnosis  Set standards  Evaluate progress  Communicate results  Motivate performance

6. Types of Assessment  Standardized Tests  Alternative Assessment

7. Standardized Tests  Are not prescriptive  Give capsulated view of a student’s learning  Used in conjunction with performance-based assessment

8. Authentic Assessment  Observation  Teacher-made tests, quizzes, exams  Written compositions

9. Authentic Assessment  Oral presentations  Projects, experiments, performance tasks  Portfolios

10.  Set goals  Define expectations  Demystify grades Why Use Rubrics?

11. Teamwork Rubric  Expectations of group members  Participation of group members  Level of involvement as team member  Quality of work as team member

12. Team Rubric Team Rubrics Cooperative 1 234 Creative On Task Prepared Skillful Will not help - ignores partner Never thinks of other ideas to solve a problem Constantly talking to others in room, rarely works on task Never has supplies or willing to find proper place in task Makes no effort to learn new skills Sometimes willing to help partner Occasionally has a new idea, but little follow through Sometimes talks about unrelated subjects Looks through to task to find place and sometimes borrows supplies Satisfied with answering questions, but no real understanding Shares work when asked and listens to partner Has new ideas but will not share with others Usually follows the tasks and talks only to partner Uses daily wrap-up to find place in task Has general idea of task. Able to answer specific questions Willingly explains things to partner and will use partner’s ideas Develops new ideas or ways of doing things. Products exceed requirements Always follows the steps of the task and sometimes goes beyond the concepts Arrives early for class and supplies are ready Has clear idea of task and its relationship to technology and education

13. Project Rubric  Expectations for organization  Expectations for mechanics  Expectations for content  Expectations for presentation

14. Sample Rubric: Second Grade Research: Dinosaur Report

15. Sample Rubric: Sixth Grade Multimedia Presentation: Ancient Civilizations

16. Sample Rubric: Eighth Grade Book Report: Website

17. “Measuring What Counts: Memorization Versus Understanding”  Read “Measuring What Counts: Memorization Versus Understanding” by Eeva Reeder.Measuring What Counts: Memorization Versus Understanding  What three elements factor into the creation of a project?  What are some of the benefits, according to the article, of project-based learning? Write a reflective paragraph.  What are recommendations for beginning projects in the classroom?

18. Record  List projects that would be likely to engage your students.  Create a table.  Include any of the learning experiences stated in the article that you could use or adapt.

19. Create a Rubric  Choose one of the projects you envisioned for your students.  Visit “Creating Your Own Rubric.”Creating Your Own Rubric

20. Discuss  Discuss with your classmates the rubric you created.  Will it meet the students needs?  Will it accurately reflect the learning process?  Will it accurately reflect what is being learned?

21. Using a Template  Choose another of the projects you envisioned for your students.  Create a rubric for the project.  Visit “RubiStar.”RubiStar

22. Discuss  Discuss with your classmates whether or not you could use this site.  What are the template limitations?  What are the template benefits?

23. References  The George Lucas Educational Foundation Website. The George Lucas Educational Foundation  Rubistar’s “Create Rubrics for your Project-Based Learning Activities” WebsiteCreate Rubrics for your Project-Based Learning Activities  Kathy Schrock’s Guide for Educators “Assessment & Rubric Information” Website.Assessment & Rubric Information  A Practical Guide to Alternative Assessment. Herman, Joan L., Aschbacher, Pamela R., & Winters, Lynn. Association for Supervision and Curriculum Development, 1992