1. Assessment Formative to Summative Assessing Project-Based Learning Rubrics TPACK

2. Summative Assessments • Examples include year end exams: • ASE, CNA, A+, MCAS, SAT • Normative-referenced • Generally where population is rank ordered • Criterion-referenced • Population is scored based on a body of knowledge

3. Formative Assessments • Classroom Assessments • Weekly quizzes • Chapter tests • Benchmark Assessments • Pre-purchased exams • District-made exams • The value of rubrics • Collecting evidence of competency achievement • Empowering students to choose excellence

4. Measuring Up Utilizing Rubrics as Learning Tools

5. Tools for Formative Assessment ? Performance-based and Criterion-referenced Writing samples Hands-on demonstrations Media related projects Oral presentations http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html http://www.rubrics4teachers.com/ http://rubistar.4teachers.org/ http://www.uwstout.edu/soe/profdev/rubrics.cfm

6. Collecting Evidence of Competency They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

7. What is Integration? Project-Based Learning

8. TPACK…..an ability to flexibly draw from and integrate Knowledge of Technology, Pedagogy, And Content (and their relationship to each other) into your curriculum and instructional practices • Your subject area expertise • Your trade area and skill set experience. • Your technological skillset • Some trades demand more here, all trades demand some • Your methodology of teaching • Some are learned through hands-on experience, some through schools of education…or both. Mishra & Koehler (2006) Julie Coiro, University of Rhode Island

9. Why TPACK? • Learning how to use technology is much different than knowing what to do with it for instructional purposes (e.g., Smartboard; Ning; Google Docs) • Designing (or redesigning) instruction requires an understanding of how knowledge about content, pedagogy, and technology overlap to inform your choices for curriculum and instruction

11. New Ways of Thinking

12. Discussion • How does your teaching fit to the TPACK Model? • Who uses rubrics or similar tools? • How can rubrics strengthen competency tracking? • How does the immense change in technology effect your trade area?