Guide to Chapter 3: Grading, Assessment, and Project-based Learning

Engaging in key vocabulary with reflections: 

Project-based learning (PBL) and differentiation

Project-based learning is an excellent way to engage students in learning and assessment that goes beyond the traditional textbook or exam. This may be something that students do individually or in a collaborative group. Use of a rubric (a chart with criteria for success) and structured supports are critical to PBL. If students are participating in a project when you are being observed, you then take on the role of a learning facilitator—which is a very valuable role. 

It is important to ensure that the projects cover the same standards as an exam would and that accessibility and differentiation are the keys to authentic and meaningful learning. Differentiation may look like students having different roles in the project (one is the recorder, another is the illustrator, etc) or that individual students may have different tasks or supports. 

Think of a time in which you did a project on a topic and compare it to a time that you took an exam. Which do you remember more clearly or which helped you learn better? What may be an example of PBL in math class (either as an individual student or in a group)? 

Assessment

In this chapter, we discuss different types of assessments with their various purposes. It is important to establish that assessments aren’t bad (for us and for students!) and they are part of everyday life. Fear and anxiety surrounding assessment may start young and even self-assessing is a healthy way to reflect a growth mindset.

What are ways that you can differentiate an assignment while still maintaining the same objective for students? What supports are appropriate for different students? What are different ways you can keep records for on-the-spot or teacher-observed assessments? 

Choice in assessment:

There are times in which we don’t have choice in assessment but to empower students when choice is possible is very motivating. We share a survey on assessments in this chapter but there are ways to start this with students who may be too young for this type of activity. 

What are ways to engage very young students in assessment choice? How does understanding Flow Theory help teachers plan assessments? What are your feelings on the conclusion where we connect assessments to deficit speech? How would you defend a development mindset to a colleague?

Rubrics: 

There are so many examples of rubrics that are available that may be adjusted to meet the needs of an assignment. Consider the objectives of the assignment and the language students will use to achieve them. It is important that a rubric is not overwhelming and has a clear structure—and if you keep the same basic template with small changes to address different assignments, students will feel more confident in meeting their goals. Even very young students can start with rubrics with images, if only to get into the reflective practice as they complete activities. 

How may we use a rubric to guide students in a project or assignment but also give them flexibility in how they meet the criteria for a good grade? What is the purpose of a rubric from the point of view of a teacher and from the point of view of a student?

Activities for engagement: 

Reflect on Flow Theory: What environmental factors may affect being in the “flow” for you? What other conditions may make this possible? Design a graphic organizer that explains Flow Theory to your colleagues and ways to support getting your students in the flow. 

• Collaborate with a group to create an assessment choice board on a topic of your choosing. Include diverse options (comic strip, video, podcast, essay, 3D model, etc) and align each option you choose to the objectives and assessment criteria. Share and discuss how this supports differentiation and student agency. 

• Equity roundtable debate: discussing the equity in standardized testing for students with diverse needs citing some of the examples shared in Chapter 3. 

• Create a visual to assist teachers in viewing classroom assessments from a culturally responsive lens with bias reflection at the forefront. 

• Design a survey or interview that asks students about their preferences with respect to assessments and formats. 

• Assessment redesign challenge: Work with a peer to analyze an assessment currently or previously used in your grade level to remove biased language, improve student choice, and increase differentiation. 

• Gallery walk of assessment types: Reflect on several types of assessments with pros and cons and ways to improve them. How can we make assessment engaging while still collecting the data and information we need?