Post on 22-May-2018
transcript
9/15/17
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Rigorous and Meaningful Assessment in PBL
ANDREW K. MILLER
andrewkmiller.com | @betamiller
ABOUT ME
SHANGHAI AMERICAN SCHOOL
ASCDBUCK INSTITUTE for EDUCATION
EDUTOPIA
Where I Live
Where I’m From
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“Projects are assessments of learning as well as engaging
learning experiences.”
AUTHENTICCULMINATINGPRODUCTS
Press Release
Field Report
Social Media
Website
Scale Model
Business Plan
PSA Video
Brochure
Museum Exhibit
Skit/Play
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Formative Assessments
Summative Assessments
Improve instruction
Provide student feedback
Purpose? Measure of student
competency
Ongoing throughout unit When administered? End of unit or course
Self-monitor
understanding
How do students use
results?
Gauge their progress
toward course or grade
level goals and
benchmarks
Check for understanding
How do teachers use
results?
Grades, promotion
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Grading Practice RationaleGrade academics, not behavior. Grades should reflect knowledge
Use incompletes, not ”0” Inaccurate/ “Grade Killer”
Do not take points off for late work Behavior
Do not grade homework “Coming to Know”
Document and report as much as you want Formative Assessment
Focus on ongoing feedback Feedback works!
22 ED U C A T I O N A L L E A D E R S H I P / N O V E M B E R 2 0 1 1
Redos and Redos and
Retakes Retakes
Done RightDone Right
Rick Wormeli
Jarrel plagiarized one para-
graph in his health class essay
on the dangers of second-
hand smoke. Carla came to
after-school review sessions
and followed every direction, but she
only scored a D on her English exam.
Marco was distracted by other things
when he did his history homework: It’s
full of incomplete thoughts and careless
errors that he doesn’t normally make.
All three students would like to
redo their assignment or assessment
proper ly, and they would like to receive
full credit for the new versions they sub-
mit. All three cases put our instructional
mind-set to the test.
Many teachers reason that they are
building moral fiber and preparing
students for the working world by
denying them the opportunity to redo
assignments and assessments—or if
they do allow retakes, by giving only
partial credit for redone assessments
even when students have demonstrated
full mastery of the content. These are
the same teachers who set a deadline for
submitting work and then give students
who do not meet the deadline a zero,
thinking that the devastating score will
teach them responsibility.
In reality, these practices have the
opposite effect: They retard student
achievement and maturation. As hope
wanes, resentment builds. Without
hope—especially hope that teachers see
the moral, competent, and responsible
self inside them, waiting to shed its
immature shell—students disengage
from the school’s mission and the adults
who care for them. Our education
enterprise is lost.
One Speed for All?
Schools that acquiesce to the fac-
tory model of schooling perpetuate
an in effective, age-based curriculum:
“Eleven-year-olds learn this topic;
12-year-olds learn that topic”; “No,
Shadnoosh, you can’t learn that until
next year”; “Mike, why didn’t you learn
this last month like the rest of your
class?” When learning doesn’t hap-
pen on schedule, these schools tend to
blame students or circumstances.
Teachers do need schematics for
moving students through the established
curriculum. But as we apply sound
pedagogy and respond to real students’
individual needs, blind adherence to
pacing mandates makes little sense.
Allowing students to redo assignments and assessments
is the best way to prepare them for adult life.
Wormeli.indd 22
10/6/11 8:14 AM
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Making Feedback Useful• TIMELY• SPECIFIC
• UNDERSTANDABLE• ACTIONABLE
“Feedback should cause thinking.”
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“FEED FORWARD”Where to next?
Assessment StrategiesAS A CLASS
Read over your assessment strategy card and learn about it.Using the final handout and your colleagues as resources ,try to find up to 5 strategies that will work for you and your students.
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Formative Assessment
Significant Content & 21st Century Competency
Final Product/ Summative Assessment
Project Assessment Map
For more PBL resources, visit bie.org © 2 0 1 4 B U C K I N S T I T U T E F O R E D U C A T I O N
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Critique and FeedbackWhat are the components of effective critique?
How do we make this happen in our classrooms?
Critique and FeedbackWhat are the components of effective critique?
How do we make this happen in our classrooms?