Heritage Attractions & the Attraction of Heritage: a 21 st Century Context
The 21 st Century Context for Standards-Focused Project Based Learning.
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Transcript of The 21 st Century Context for Standards-Focused Project Based Learning.
The 21st Century Context for
Standards-Focused
Project Based Learning
Create a Balanced Assessment Plan Stage 2
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
Align products with Outcomes.
Planning effective assessments requires that you work backwards to align the product or performances for the project with the outcomes.
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
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?
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.
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
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
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
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.
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
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
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
ASSESSMENT PRACTICES
Exhibitions of work Variety of
assessment tools Professional
standards of performance
Student involvement in creating criteria for project (rubric)
ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
TRADITIONAL ASSIGNMENT
RESEARCH PAPERRequired Elements:
Select a disease to study Go to library and do
research Write ten pages Use proper essay form Include a bibliography
PBL ASSIGNMENT
HEALTH PROJECTRequired 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
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
WHY ASSESS?
What role does assessment play in project-based teaching and learning?
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
DESIGN FOR ASSESSMENT
CONTENTPLANINSTRUCTION
ASSESSINSTRUCTIONPLANASSESSMENT
OUTCOMEPLANASSESSMENT
ASSESSPLANINSTRUCTION
INSTRUCTION
Traditional Approach:
Outcome-Based Approach:
BALANCED ASSESSMENT
COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK
USE A VARIETY OF METHODS: Tests Product assessments Performance assessments Self-Reports
In-Process Feedback: WHEN? WHO?
Key considerations: Frequency, Timing, & Who Gives
Feedback
START
END
FORMATIVE ASSESSMENT
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)……...
PBL FRAMEWORK
Stage 3
CURRICULUMDESIGN
ASSESSMENT& EVALUATION
RESOURCES & CONSTRAINTS
PROJECT
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
UnderstandingAwareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations