The 21 st Century Context for

1. The 21st Century Context for Standards-FocusedProject Based Learning

2. Create a Balanced Assessment Plan Stage 2

3. Balanced Assessment Plan • Formative assessments that allow you to give feedback as the project progresses – Classroom Assessments for Learning • Classroom Assessments of Learning that provide students with a culminating appraisal of their performance

4. Align products with Outcomes. Planning effective assessments requires that you work backwards to align the product or performances for the project with the outcomes.

5. Align Products with Outcomes This requires: • Identifying culminating products for the project • Using multiple products and providing feedback to students • Using artifacts – evidence of the process of student thinking – to assess learning skills or habits of mind

6. Establish Performance Criteria • How well do the students know the content? • What is their skill level? • How well did they apply their knowledge and skills as they prepared their product?

7. How will products allow students to demonstrate their learning? If the project asks students to demonstrate proficiency in three areas, each outcome must be assessed and included in one or more of the components of the products for the project.

8. For example, You have identified: • Four (4) content objectives • Three (3)learning skills objectives • Two (2) technology tool objectives You may first decide the products students will produce: • Exhibition • Research paper • Journal

9. Culminating Products • Research papers • Report to school staff or authentic audience • Multimedia shows • Presentations at school-wide assemblies • Exhibitions in the school or community • Websites • Public service announcements

10. Advantages to using exhibitions • Participant involvement in establishment of criteria • Demonstration of progress toward different goals or criteria • Teamwork that provides emotional support and feedback • Exercises in meta-cognitive training • Students as knowledgeable practitioners • Multiple assessors

11. A systematic set of checkpoints for project products will not only help keep students on schedule, but it will also help them refine and improve their work.

12. Examples of multiple products • Proposals • Outlines • Plans • Blueprints • Drafts • Edited drafts revised drafts • models • Product critiques • Videos • Final versions of papers • Field guides • Biographies • Websites

13. Artifacts • Notes • Journal entries • E-mail/Telephone records • Records of conversations, decisions, revisions • Interviews using a structured set of questions developed by the students • Short reflective paragraphs describing the progress of a project • Task chart • Project Team Contract • Meeting notes

14. Know What to Assess • Unpack the content standards and objectives • Series of specific statements of what needs to be learned • Think about unpacking the task(s) • Define the “habits of mind” or learning skills and technology tools by specific statements or indicators

15. ASSESSMENT PRACTICES • ACADEMIC RIGOR • ADULT RELATIONSHIPS • AUTHENTICITY • ACTIVE EXPLORATION • APPLIED LEARNING • ASSESSMENT PRACTICES • Exhibitions of work • Variety of assessment tools • Professional standards of performance • Student involvement in creating criteria for project (rubric)

16. 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

17. 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

18. 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

19. WHY ASSESS? What role does assessment play in project-based teaching and learning?

20. PURPOSES OF ASSESSMENT • Help students become aware of areas of need • Formative -- help students along the way, ongoing • Proof of learning, growth • Feedback helps create better product/project • Opportunity to test depth of understanding • Helps to define lesson design and performance • Helps teachers determine what to reteach • Allows for natural adult connections • Helps to share the workload • Checkpoint for integration

21. DESIGN FOR ASSESSMENT Traditional Approach: CONTENT PLAN INSTRUCTION INSTRUCTION PLAN ASSESSMENT ASSESS Outcome-Based Approach: OUTCOME PLAN ASSESSMENT PLANINSTRUCTION INSTRUCTION ASSESS

22. BALANCED ASSESSMENT • COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK • USE A VARIETY OF METHODS: • Tests • Product assessments • Performance assessments • Self-Reports

23. FORMATIVE ASSESSMENT START END In-Process Feedback: WHEN? WHO? Key considerations: • Frequency, Timing, & Who Gives Feedback

24. Curricular Priorities and Assessment Methods • Traditional quizzes and tests (selected response)……. • Quizzes and tests (constructed response)……. • Performance tasks and projects… • Performance tasks and projects (complex, open-ended, authentic)……... Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings

26. PBL FRAMEWORK PROJECT Stage 3 ASSESSMENT & EVALUATION CURRICULUM DESIGN RESOURCES & CONSTRAINTS

27. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL