Plan the Assessment PBL PD 3 I Types

Plan the Assessment PBL- PD #3

I) Types of Assessments n n Formative vs. Summative Assessments are assessments of learning. n n n Standardized tests are summative assessments. Do not necessarily show higher order comprehension skills. Formative Assessments are assessments for learning. n n Formative assessments can be in depth or very quick checks for understanding. These types of assessments measure higher order comprehension skills.

II) Balanced Assessment Plan n There must be assessments of knowledge, skills and habits of mind. n l l l These have already been decided upon in previous meetings. Align the products (exhibitions, papers, journals, tests, projects) with outcomes. Every outcome needs to be assessed. Decided the products and establish performance criteria. l l Choose what you want students to get out of your content standards. Write rubrics for your assessments.

III) Culminating Product n Done at the end of a project to represent a blending of ideas from the project. l l Research papers, Reports, Multi-media shows, Presentations, Exhibitions……. . Multiple products can be added during and at the end of the project. n This type of assessment is done throughout the project and builds on itself. l l Gives students a chance to improve upon their work as the unit moves on. Checkpoints can be created as checks for understanding. n These can be summative or formative. n Artifacts (notes, journals, interviewing students) can be used to ensure that students are on task through the project.

IV) Know What to Assess n Content knowledge and skills need to be broken down and laid out in a series of statements of what needs to be learned. n These statements become the basis for what they should learn. n “I can…. . ” statements can be used. l Share these statements with students to convey the purpose of the task as well as the assessments.

V) Use Rubrics are an essential piece of PBL. n Rubrics can provide a clear description of proficient student work and serve as a guide for helping students achieve performance standards. n These should be available at the beginning of the project. n

VI) Features of Effective Rubrics n Analytic rubrics that break down tasks into separate categories are suggested. n Holistic rubrics combine criteria to arrive at a single score. l Lack detail and should be used with smaller tasks.

n Effective Rubrics: - Target the central features of performance. Show clear distinction between different levels of scores. l Are easy to understand. l n Students should be able to judge the score they will be receiving from the rubric on their own. l School-wide rubrics can be a powerful tool for developing high standards of achievement.

VI) Guidelines Separate rubrics can be created for content and skills. n Each major project requires a rubric. n Rubrics increase the students’ sense of fairness about grading. n

A) Elements n 5 elements can be listed on the rubric to provide a comprehensive description of performance: 1. 2. 3. 4. 5. Impact of the performance. Work quality and craftsmanship. Adequacy of methods and behaviors. Validity of content. Sophistication of knowledge employed.

B) Scales n n A scale such as “Basic”, “Proficient” and “Advanced” must be attached to each element. 3 -point, 4 -point or 5 -point scale. More complex products may require larger scales to discriminate between performance levels. Language used in the rubric should reflect performance expected in the standards.

C) Criteria n n n Criteria are specific descriptors to determine success at meeting a goal or outcome. For example “maintain eye contact with audience members during 80% of the presentation” for an oral presentation. Write criteria that describe results you can measure easily. Too many criteria are difficult to assess thoroughly, choose wisely! Build your rubric from the top. How will you measure excellence?

More Practice…… n Practice your understanding of assessments using the following links: http: //pblonline. org/Plan. The. Assessment/pr actice/planpractice 1. html l http: //pblonline. org/Plan. The. Assessment/te st/plantest. html l