Embedded Files
Assessment in Project-Based Learning
Assessment in Project-Based Learning
Using Student-Designed Assessments
Using Student-Designed Assessments
EdWeek: What happens When Students Design Their Own Assessments
https://www.edweek.org/ew/articles/2017/05/24/what-happens-when-students-design-their-own.html
Edutopia: Bringing Student-Choice Assessment to Science Classes
In a physics examination given to students at Cornell University by Philip Morrison, his examination was held in the laboratory. The students were given sets of materials, the same set of materials for each student, but they were given no specific problem. Their problem was to find a problem and then to work on it.
For Morrison, the crucial thing is finding the question... In this examination, clear differences in the degree of both knowledge and inventiveness were revealed in the problems the students set themselves, and the work they did was only as good as their problems.
Classroom Assessment and Reflection:
Classroom Assessment and Reflection:
the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction
Teacher Characteristics:
A- Teacher uses multiple methods to systematically gather data about student understanding and ability.
B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice.
C- Teacher revises instructional strategies based upon student achievement data.
D- Teacher uncovers students’ prior understanding of the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions. The teacher: 1) uncovers students’ prior conceptions about the concepts to be addressed and addresses students’ misconceptions/incomplete conceptions regarding the natural and physical world.
E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance.
F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies.
G- Teacher provides regular and timely feedback to students and parents that moves learners forward.
H- Teacher allows students to use feedback to improve their work before a grade is assigned.
I- Teacher facilitates students in self- and peer-assessment.
J- Teacher reflects on instruction and makes adjustments as student learning occurs.
Lab Practicums
Lab Practicums
Description What to do ……
1. What are they? •
Practical exams test students’ practical skills and techniques usually in laboratory, clinical or field settings. • They can be administered individually, in pairs or small groups.
2. Purpose
These types of performance exams require you to demonstrate your skills, capabilities and knowledge in a practical or field setting.
You will be better placed to perform well in a practical exam if you can report your methodology and observations accurately.
3. Preparation
Identify the key procedures performed during the practical classes, write down summaries of the methods, and make sure you are able to repeat them.
Ensure that you understand the theory of the subject content and its different applications
Rehearse your skills – preparation and practise will help to perfect actions.
“Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.”
― Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values
Presentations of Learning
Presentations of Learning
Presentations of Learning, or POLs, are HTH'S version of final exams. Rather than taking long tests, students are expected to reflect on their experiences from the year. POLS take place at the middle and end of the year as a way for students to explain their accomplishments and reflect on what they could have done better.
Each teacher has a different mold for POLS, which keeps students alert and always learning a new style of presentation. One of the common ways teachers do this is by allowing the students to talk about why they are ready for the next grade, and then asking the presenter questions about the projects to make sure what they taught remains in the students' brains. Parents, advisors, students, and sometimes members outside of the High Tech High community, are invited and, in some models, are asked to help grade the presenter.
POLS are not taken lightly at High Tech High; students are expected to be in professional dress and well-rehearsed. POLS are an excellent way to practice for future presentations the student will make in college and eventually at work. Although a pain now, every High Tech student benefits from this experience, because every teacher and boss looks for excellent presentation skills.
To help increase the engagement during a lecture, try incorporating student polling using:
Quizziz
The advantage of getting active student feedback is that this formative assessment can help shape your lecture and future lessons to fit the student’s needs.
A low-tech solution to formative assessment: Mini-Whiteboards: Students are given mini-whiteboards to work on problems(either individually or collectively), then hold them up, enabling the teacher to get a quick sense of student understanding or ideas.
Collaborative Assessments
Collaborative Assessments
In the professional scientific and academic world, collaboration is not only permitted by encouraged. Why should the K-12 world be any different?
A major goal of any classroom science teacher should be the encouragement of 'science talk'- i.e., students actively and on their own initiative discussing content with each other.
One way of encouraging such talk is to use collaborative assessments. These can be traditional summative assessments, but administered in groups of 4 or 5.
To ensure that these types of discussions touch on concepts rather than simply saying 'what did you get for #5?' the teach can use software that generates exams with the questions randomized.
Pearson Education Test Gen Software
Classmarker.com
Easy Test Maker
".....If learning is fun, as it can and should be, then there’s no reason the fun should stop when the assessments come out. In many cases these should be formative assessments that are woven throughout learning experiences rather than interrupting the flow of an activity. They should be authentic in that the interactions feel relevant and students know why they are using them. A well-designed assessment should be seen as a tool to help students learn and progress, rather than as a threat or ultimatum. Designing these tools as performance assessments is key as they should put learners in situations where they must use their skills and demonstrate their abilities, rather than simply answer questions about them. In this way, the assessments can track a variety of skills beyond traditional content knowledge. In order for these playful, authentic performance assessments to be successful, educator competency is of utmost importance. Teachers need to understand where assessment data is coming from, how to interpret it, and how to act on it, and even be able to adapt ideas to create their own playful assessments...."
MIT Playful Journey Lab https://playful.mit.edu/projects/playfulassessment/
From "Make It Stick- The Science of Successful Learning"
Practical Applications for Course/Curriculum Designers
Create frequent and varied active learning exercises — focus less on content that students consume through reading and watching, and more on doing. Active learning in online courses, though more challenging to create, supports effective and dynamic learning experiences (Austin & Mescia, n.d.).
Use quizzes as exploratory, reflective learning exercises with the primary purpose to help students learn. This means creating quizzes that provide immediate feedback, even during the quiz, where students can check their answers. In order for this to be effective the feedback needs to be specific, describing why an answer is correct or incorrect. The feedback is an opportunity to reinforce concepts and can prompt students to dig deeper into a subject area. If using the quiz feature in a LMS, it’s possible to provide customized feedback, even include Web links to further resources.
Incorporate concepts frequently throughout the course in a variety of contexts by creating learning exercises and assignments that require students to draw upon concepts from previous modules/units of learning. Do not approach learning modules or units as independent ‘chunks’ of learning, but fluid and porous ‘blocks’ that draw upon previous concepts that interlock and build a structure. It’s a common term in online course development to ‘chunk’ learning into segments, yet it’s critical to thread concepts consistently throughout the modules/units.
Don’t make it too easy — make students work at learning, e.g. by posing more questions and opportunities for discovery through discussion and interaction with other students. Though structure and outline of purpose for activities is the framework, students need to find solutions and solve problems wrestling with concepts and ideas. This last component is perhaps the most challenging to structure within an online course.
Examples of Methods Applied from ‘make it stick’
1) Interleaving in an online course: As mentioned earlier in the post, I applied the idea of interleaving in an online course I recently created. Rather than topics introduced as separate units of instruction within independent modules, I threaded concepts from previous modules into the new ones. Concepts from prior modules were referenced frequently in different contexts, and in the learning activities participants are required to incorporate concepts from previous units along with newly introduced concepts, as well as to draw upon their knowledge and experience. I also incorporated frequent, cumulative quizzes for review in each module that covered concepts from all modules. Quiz settings were adjusted so that learners can check their responses before moving on to the next question and the feedback provides a review of the concept.
Embedding Assessment in Instruction
Collaborative Assessment
Assessment tools
Project-based Assessments
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