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Students demonstrate their learning through performance based assessments and have opportunities to develop self-assessment and self-monitoring skills.
Students demonstrate their learning through performance based assessments and have opportunities to develop self-assessment and self-monitoring skills.
Standard 10 Narrative
Standard 10 Narrative
Students at B.B. Comer Elementary School have ample opportunities to express their understanding of content through performance based assessment. Project based learning and STEAM based performance assessments are staples in the classrooms at BBCES. These performance based assessments provide students with opportunities to solve real-world problems and to make real-world connections. These assessments require them to utilize technological tools, demonstrate problem-solving and critical thinking skills, and effectively communicate their findings.
Many of the assessments that help guide and develop self-monitoring skills of our students are technology based. Some of these assessments include: Kahoot, Quizlet, i-Ready, Blooket, MobyMax, and many others. These tools create individual learning paths that allow students to self-monitor their growth and achievement. Teachers use the data from these tools to help guide and influence small group instruction.
The teachers at B.B. Comer Elementary School utilize many performance-based assessments and tasks. Collaborative planning and coaching has allowed for many conversations about designing quality rubrics for STEAM challenges. Throughout the current school year, there have been several professional development days planned. During these days, teachers will work in content teams to create exemplar rubrics for STEAM challenges; the goal is to have rubrics that are easily adapted to specific grade level standards and tasks, but also to have a consistency to boost student understanding.
Rubrics for Setting Expectations
Rubrics for Setting Expectations
Setting Clear Expectations!
Setting Clear Expectations!
At the beginning of projects, students are involved in creating rubrics that will help guide their learning throughout the learning process. Rubrics include clear expectations for student work and how many points they will receive for each category. Students are fully aware of what their learning expectations are and utilize the rubrics to guide their work.
This is a Digital Art contest rubric that students used to follow for their projects.
A Google Slide presentation on Barack Obama.
A student used Google Sheets to complete their Digital Art project on Michael Thomas.
Tech Tools for Self-Monitoring
Tech Tools for Self-Monitoring
Fifth grade students are using Quizlet to review Google and keyboard basic commands.
Students are working hard as they complete the diagnostic test on iReady.
This is an example of a writing checklist that students use before turning in their final draft. This checklist is used for handwritten and digital assignments.
Taking Ownership of Learning
Taking Ownership of Learning
At BBCES, students are provided with a vast variety of ways to self monitor their learning. Students use rubrics and checklists to help guide their learning. At the end of a unit or session, students use digital assessment tools such as Kahoot, Blooket or Quizlet to review for upcoming test. These tools, rubrics and checklist promote personalized learning and provide students with a sense of ownership as they track and monitor their progress and learning.
Second grade students are using Kahoot to review complete and incomplete sentences.
Students in K-2 use this collaboration rubric when working in groups.
A fifth grade student uses iReady to complete a Diagnostic Assessment.
Fifth grade students are participating in a county-wide Kahoot session.
Fifth grade students are using We Video to create videos stating what they learned about Dr. Seuss.
Students receive certificates for mastering skills on Moby Max.
Data Chats
Data Chats
Ms. McNeel meeting with her students and discussing goals before iReady testing.
Student Led Conferences
Student Led Conferences
Throughout each nine weeks, the BBCES Leadership Team as well as homeroom teachers make it a goal to meet with each student in grades K-6 to discuss various data points. These data points include i-Ready diagnostic scores, growth monitoring scores, AR points, Xtra math scores, attendance and behavior. The faculty and staff at BBCES believe in knowing your students' strengths as well as areas where improvement is needed. These data chats allow for all students to have opportunities to self-assess their progress and discuss ways they apply can self-monitoring skills.
Mrs. Wyatt having a Data chat with a student about her goals for the fourth 9 weeks.
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