Intel® Teach ElementsAssessment in 21st Century Classrooms

Intel® Teach Elements:Assessment in 21st Century ClassroomsAction Plan: _______________________Instructions: Ctrl+click (or Command+click on the Mac* or click for Microsoft Word 2007*) any of the activity names in the Contents to go directly to that section. Type your personalized Action Plan details in the sections indicated.

Table of Contents

Module 1: 21st Century Learning..............................3Lesson 1: 21st Century Classrooms..........................................................................3

Activity 1: Roles in the 21st Century......................................................................3Activity 3: Evolution of Assessment Practices........................................................3

Lesson 2: 21st Century Skills in the Classroom.........................................................4Activity 3: 21st Century Skill Selection (Optional)..................................................4

Lesson 3: 21st Century Assessment Practices..........................................................5Activity 1: The Role of Formative Assessment.......................................................5

Lesson 4: Module Review..........................................................................................5Activity 1: Module Summary..................................................................................5

Module 2: Assessment Strategies.............................6Lesson 3: Focus on Rubrics.......................................................................................6

Activity 3: Rubric Development.............................................................................6Lesson 4: The Assessing Projects Library..................................................................6

Activity 2: Assessing Projects Application..............................................................6Lesson 5: Module Review..........................................................................................6

Activity 1: Module Summary..................................................................................6Module 3: Assessment Methods................................7

Lesson 1: Assessment and Instruction......................................................................7Activity 2: Instructional Activities as Assessment..................................................7

Lesson 3: Classroom Conferences............................................................................7Activity 3: Example Conferences...........................................................................7

Lesson 5: Assessment Instruments...........................................................................8Activity 1: Overview of Assessment Instruments (Optional)..................................8

Lesson 6: Module Review..........................................................................................8Activity 1: Module Summary..................................................................................8

Module 4: Assessment Development.........................8Lesson 1: Important Learning Goals..........................................................................8

Activity 2: 21st Century Skills Objectives...............................................................9Lesson 2: Assessment Plan.......................................................................................9

Activity 2: Effective Assessment Timelines............................................................9Activity 3: Assessment Methods and Purposes (Optional)....................................10

Lesson 3: Assessment Instruments.........................................................................10Activity 3: Rubric and Checklist Adaptation.........................................................10

Lesson 4: Module Review........................................................................................11Activity 1: Modules Summary..............................................................................11

Module 5: Assessment in Action..............................11Lesson 1: Student Roles in Assessment..................................................................11

Activity 1: Increased Student Responsibility (Optional).......................................11Activity 2: Peer Feedback....................................................................................11

Lesson 2: Self-Assessment......................................................................................12Copyright © 2010 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the United States and other countries. *Other names and brands may be claimed as the property of others. Page 1 of 19

Activity 2: Supporting Metacognition (Optional)..................................................12Lesson 3: Assessment Management.......................................................................12

Activity 1: Assessment Management Strategies..................................................12Activity 2: Assessment Routines (Optional).........................................................12

Lesson 4: Use of Assessment Data.........................................................................13Activity 2: Reflection and Goal Setting.................................................................13

Lesson 5: Grading in a 21st Century Classroom......................................................13Activity 2: Grading Systems (Optional)................................................................13

Lesson 6: Module Review........................................................................................14Activity 1: Module Summary................................................................................14

Course Wrap-Up.....................................................15Summary................................................................................................................15

Activity 1: Course Reflection................................................................................15

Module 1: 21st Century LearningLesson 1: 21st Century Classrooms

Activity 1: Roles in the 21st CenturyEstimated Time: 15 minutes

In what ways do you consider yourself a 21st century teacher? Describe how you:

Collaborate with other teachers Use technology in your classroom Act as a facilitator of your students’ learning Use multiple forms of assessment for content and 21st century skill

development

We don’t really have time to collaborate, WE DO NOT HAVE A PREP PERIOD, and if the PLC idea of teachers will work for free and meet and collaborate on their own, is silly. Given the varied and endless duties, BSTA, PAL, ICE, Coaching, SST, Test coordinators, after school clubs, homework remediation, parent contacts, district level committees, IEP’s, school dances, staff meetings, AVID, and on and on. And occasionally the need to seek medical treatment/dental care, when is the fantasy of collaborative time going to happen. WAKE UP.

I use a smart board, podcasts, data collecting equipment when time permits.

Facilitator, really, that term is soooooooooooooooo 1980.

I actually have reduced the different forms of assessment, as NCLB and the RTT movement have focused solely on standardized assessment. It is pointless to prepare for assessment styles that do not help student achievement on standardized test.

Module 1: 21st Century LearningLesson 1: 21st Century Classrooms

Activity 3: Evolution of Assessment PracticesEstimated Time: 15 minutes

In the chart, record your current assessment practices and how you would like to change your assessment practices.

Current Assessment Practices Changes to Assessment Practices

Traditional use of tests/quizzes, assigned homework, group lab activities, internet web quest, and typically one project per trimester.

The pressures of on-line grading and the time required to up-date assignments, means students will have fewer opportunities to demonstrate mastery of a given standard, and with the obsessive, myopic focus on testing, I will be moving to weekly quizzes, unit tests, and perhaps one project per trimester. I will be reducing the actual recorded number of student checks for learning.

Quote above from next lesson.

REALLY THEN WHY THE MYOPIC FOCUS ON TESTING? MONEY, MONEY, MONEY, for testing companies, political cover for hacks who then avoid questions about political reform. How far removed from reality are you?

Module 1: 21st Century LearningLesson 2: 21st Century Skills in the Classroom

Activity 3: 21st Century Skill Selection (Optional)Estimated Time: 20 minutes

1. Consider the units you teach.2. List units where you explicitly teach, or would like to teach, 21st century skills.3. For those units, list the technologies you use or would like to use.

Unit 21st Century Skills Technology

Force and MotionCollaboration, collection of data, problem solving, Critical Thinking and Problem solving.

Motion SensorsVernier logging, Graphing software

MatterInformation Literacy, Media Literacy

Temperature ProbesComputer Lab

Periodic tableInformation Literacy, Media Literacy

Computer Lab(Student periodic boxes)

Astronomy Critical Thinking and Problem solving.Media Literacy

Computer Lab(proportional planet Chart)

Module 1: 21st Century LearningLesson 3: 21st Century Assessment Practices

Activity 1: The Role of Formative AssessmentEstimated Time: 10 minutes

How does formative assessment benefit your classroom? What kinds of changes would you need to make in your assessment practices to include more formative assessment?

From the “formative assessment” section of the web site, I could not tell you a thing about “formative assessment”, from Rick Dufour’s book and the edu-babble I have had to endure, let me regurgitate. Formative assessment is used as a means to check student learning and drive or form continued instruction, it is not necessarily used to assign a “grade”. Formative assessment can take almost any format, with the only possible exception being a collaborative group, I believe that, if assessment is to drive instruction it should allow the teacher to gain an insight in to each individual’s mastery of content curriculum.

Module 1: 21st Century LearningLesson 4: Module Review

Activity 1: Module SummaryEstimated Time: 10 minutes

Based on your understanding of assessment, what assessment goals would you like to set for yourself during this course, month, or school year? Write your goals. Some examples include:

Choose 21st century skills to focus on during a particular unit or project Use formative assessment strategies in my classroom Add 21st century skills to my rubrics Use additional assessment instruments to assess Have students assess themselves and their peers Distribute rubrics before and during the project Use journals and/or observations to assess

My assessment goals:

To collect short video clips that can be used in the force and motion units, clips that demonstrate Newton’s laws, view by students, who will then, use critical thinking skills to write a short response explaining how the laws of force and motion apply to the real world video clip.

On the 1st day of CEMSS the grant gave to me……. 21st century skills formative assessment strategies to use in my classroom

Added 21st century skills to my rubrics More assessment instruments to assess Students self- assessment With their peers making fun Magic rubrics Use journals and/or observations to assess

And a partridge in a pear tree.

Module 2: Assessment StrategiesLesson 3: Focus on Rubrics

Activity 3: Rubric DevelopmentEstimated Time: 10 minutes

Reflect on your current use of rubrics in your classroom.

How might you use rubrics in new or different ways to improve your students’ learning?

While rubrics can, from the ones used as examples, can be used to delineate, tasks to be completed. I don’t see them being an instructional methodology that enhances student learning, although if I was given a rubric for this task, maybe I would not be feeling such resentment at having to complete it. I doubt however that it would improve my learning.

Module 2: Assessment StrategiesLesson 4: The Assessing Projects Library

Activity 2: Assessing Projects ApplicationEstimated Time: 20 minutes

Explore the rubrics shown in the table or in the Assessing Projects library. Select and save at least one product or performance rubric and at least one 21st Century skill rubric to your Course Folder or to your Personal Library if using Assessing Projects. Describe how and when you would use each assessment.

Product or Performance Rubric name:

Podcast Rubric: I would not use your sample, it is not specific enough for use in a classroom setting, most middle school students need more direction as to the topic, content, or production qualities that most be included in a podcast. The example on the intel site is a joke. I have seen dozen’s of better podcasting rubics.

How I will use the rubric:

I have created my own sample rubric/checklist on the intel site and will use that as a project guideline for students.

21st Century Skill Rubric:

Problem solving rubric has a general description of a problem solving process. The rubric may be useful in as part of a general introduction to scientific method. However most of the skills are of an abstract thinking level, the kind that may 8th grade students struggle to deal with.

How I will use the rubric:

First I would have to create a rubric that fits with the assignment I would actually give, such as a project based rubric for building a rubber band powered car, which really I’m spending 6 days doing this instead. So it is unlikely there will be time for any work that might actually be used in class.

Module 2: Assessment StrategiesLesson 5: Module Review

Activity 1: Module SummaryEstimated Time: 10 minutes

Reflect on your learning in this module.

I learned that intel, has a web based application for creating and storing assessment rubrics, checklist, etc. Why anyone with a word processor would take the time to use this application is a mystery to me.

Module 3: Assessment MethodsLesson 1: Assessment and Instruction

Activity 2: Instructional Activities as AssessmentEstimated Time: 20 minutes

Describe how you might integrate assessment methods as part of classroom activities.

Graphic Organizers

Let me regurgitate so Marzano, they are one of the most popular ways for student to represent the knowledge they have encountered in a critical-input experience. Use graphic organizers to connect various concepts, such as Newton’s Laws, Structure of the Periodic table, organizing formulas and have students define the meaning of the mathematical formula in their own words.

Journals and Learning Logs

I do not use Journals, I have used learning logs in a limited sense, usually as part

of an extended project or a content unit.

Discussions

Discussions?? Really………….other than observational class participation

Products and Performances

Completion of a rubber band car that meets criterion as outlined in a rubric.

Module 3: Assessment MethodsLesson 3: Classroom Conferences

Activity 3: Example Conferences Estimated Time: 20 minutes

Describe how you might include each assessment method in your classroom.

Observation

Make a mental note, or sometimes a real note, every time a class is working on a lab or group activity. It is easy to see who is engaged and who is not.

Peer Assessment

While research may indicate……. Students should be taught the habits and skills of collaboration in peer-feedback, both because these are of intrinsic value and because peer-assessment can help develop the objectivity required for effective self-assessment. I use peer feedback sparingly, and am very cautious as to the group, adolescences in tough enough, without insensitive

Self-Assessment

Again, using self-assessment is something that must be used as it is appropriate, groups that struggle to even complete assigned work will gain very little from “self-assessment.”The value of self-assessment cannot be overstated. When this kind of thinking becomes an integral part of daily classroom activities, students learn more, are

more intrinsically motivated, persist in challenging tasks, and attain higher levels of confidence in their ability to learn (Kitsantas, Reiser, & Doster, 2004).

Student-Teacher Conferences

Huh, where was this on the web site??? While this may have value when assessing student work, it certainly is not practical as a use of limited instructional minutes.

Module 3: Assessment MethodsLesson 5: Assessment Instruments

Activity 1: Overview of Assessment Instruments (Optional)Estimated Time: 30 minutes

Explore the assessment instruments (rubrics and checklists) shown in the table or in the Assessing Projects library. Select and save any that you would like to use or adapt for your classroom. Note how and when you might use the assessments.

Assessment Instrument When and How I Will Use

Video: Checklist/Rubric I could completely rewrite these to use in my classroom, since they are written so generically, as to be unusable. But of course that could only happen if I wasn’t wasting so much time jumping through hoops, doing make believe work to earn money that I can’t earn for doing actual class/curriculum work.

Creativity Checklist See above. Who put this together; really it is a creative and novel use of an everyday word processor.

Information Processing Checklist Finally, one that may be usable in situations such as web quests, reading and evaluating science articles

Module 3: Assessment MethodsLesson 6: Module Review

Activity 1: Module SummaryEstimated Time: 10 minutes

Reflect on how implementing what you have learned in this module might change your classroom.

I would love to have time to put together rubrics for my podcasting elective class, and for a couple of project based science assignments, but I’m busy trying to earn a few dollars to offset my salary cut and health benefits increase. I have also learned computer programmers and electrically engineers should not write rubrics, despite how entertaining they might be, and that the bottom line his to always look for the “Intel, inside sticker”.

Module 4: Assessment DevelopmentLesson 1: Important Learning Goals

Activity 2: 21st Century Skills ObjectivesEstimated Time: 20 minutes

In this module, focus on a single project as you complete each Your Turn activity. Note that the planning steps build on each other.

Choose standards and write objectives for your unit. Remember to write objectives that tie to targeted standards, are measurable, and incorporate 21st century skills.

Unit/Project: Rubber band cars

Targeted Standards Objectives

9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

b. Students know that average speed is the total distance traveled divided by the total time elapsed and that the speed of an object along the path traveled can vary.

1. Students complete the problem solving checklist, as the work through building a rubber band car that must move a minimum of 2 m, while being construct as outlined in the project rubric.

2. Students measure the distance their

f. Apply simple mathematic relationships to determine a missing quantity in a mathematic expression, given the two remaining terms (including speed = distance/time, density = mass/volume, force = pressure area, volume = area height).

car travels and record the time elapsed, to calculate the average speed.

c. Students know how to solve problems involving distance, time, and average speed.

3. After finding the average speed, students will use a ratio to calculate the time it would take their cars to travel various longer distances.

Module 4: Assessment DevelopmentLesson 2: Assessment Plan

Activity 2: Effective Assessment TimelinesEstimated Time: 20 minutes

Create an Assessment Timeline for your project. Remember to plan assessments throughout the project that meet all five purposes:

Gauging Student Needs Encouraging Collaboration and Self-Direction Monitoring Progress Checking Understanding and Encouraging Metacognition Demonstrating Understanding

Assessment Timeline

Before project work begins During project work

After project workis completed

Discuss project criterion Limits of materials that are appropriate.

Check for progress Review and practice

speed distance time

Assess students cars comparing to rubricTest/race student cars

Provide past student samples.

problems. Find speed of student cars.

Module 4: Assessment DevelopmentLesson 2: Assessment Plan

Activity 3: Assessment Methods and Purposes (Optional)Estimated Time: 20 minutes

To complete your Assessment Plan for your unit, develop a table of assessment strategies that aligns to the Assessment Timeline you created in Activity 2.

As you think through the purpose and process for each assessment, you may need to modify your Assessment Timeline to best meet each of your goals and objectives.

You may want to review the Guiding Questions document in the Module 4 section of the Resources tab to help you write your Assessment Plan.

Table of Assessment Strategies

Assessment Process and Purpose of Assessment

Guided Practice Samples and worksheets of speed, distance, time, problems.

Rubber band car project

Students use project rubric to assure their final project is completed to the standards outlined in the rubric.

Rubber band driven Constructed from recycled materials Completes at least one run of 2m or longer

Problem solving checklist

Students complete a project summary, detailing problems encountered in building their rubber band car.

Unit test Students demonstrate the ability to solve speed, distance, and time problems.

Module 4: Assessment DevelopmentLesson 3: Assessment Instruments

Activity 3: Rubric and Checklist AdaptationEstimated Time: 30 minutes

1. Adapt a rubric or checklist that you selected in Module 2, Lesson 4, Activity 2 or Module 3, Lesson 5, Activity 1. Use Assessing Projects to adapt an assessment in your personal library, or modify an assessment in your Course Folder using a word processor.

2. Describe how you adapted the assessment and how you will use it in your classroom.

Module 4: Assessment DevelopmentLesson 4: Module Review

Activity 1: Modules SummaryEstimated Time: 10 minutes

Reflect on your learning from Module 4 and record your reflections.

I was amazed to learn, that despite the obsession with NCLB, we still get to pretend that teachers scoring of rubrics, checklist, observation notes, counts for something. It really doesn’t, we are in the age of “data” driven instruction, unless it can be standardized, easily quantified, and computer complied, and placed on a bar graph, out cares.

Module 5: Assessment in ActionLesson 1: Student Roles in Assessment

Activity 1: Increased Student Responsibility (Optional)Estimated Time: 15 minutes

Considering your students and their experiences with peer assessment, what concerns do you have about transitioning them to be successful assessors? List your concerns and brainstorm solutions.

Concerns Solutions

They are adolescents, who can be rude and downright cruel, and even the brightest grow bored.

Use peer assessment in very limited situation, with careful consideration for the personality and group dynamics of your classroom.

Kids are not stupid, assessment=grade Banish the word.

Module 5: Assessment in ActionLesson 1: Student Roles in Assessment

Activity 2: Peer FeedbackEstimated Time: 30 minutes

1. Review the Tips for Student Feedback document.2. Create a resource to support or scaffold peer assessment, such as a checklist,

presentation, tips sheet, dialog for modeling, and so on. You may modify any of the resources you viewed in this activity for use in your own classroom. Consider using collaboration and self-direction resources from the Assessing Projects library as well.

3. Describe how you will use the support material.

Peer check list could perhaps be modified for use with a project based assignments, the issue is that currently the project assignments I use are completed independently, due to class space issues. Check list would have to be shorter than Bob’s example and very specific.

Module 5: Assessment in ActionLesson 2: Self-Assessment

Activity 2: Supporting Metacognition (Optional)Estimated Time: 30 minutes

1. Review the Metacognition document.2. Consider the resources you could use to support self-assessment and

metacognition in your classroom. Identify an assessment instrument you have already created, modify any of the samples you have viewed, or use the Assessing Projects application to create one.

3. Describe how you will use the support material.

Really, module 5 lessons 2, and I have to go back through and find a document from lesson 3, perfect. Sounds like you guys should be making a check-list to assist in keep project completion focused on the “learning” instead of wading back through web pages to find documents. I think the best way to support

metacognition, is to provide students with learning opportunities that require thinking. Such as discrepant events that require think, eg. Flinn Scientific has a “think tube”, or using demos and ask students to explain, why what happened, happened.

Module 5: Assessment in ActionLesson 3: Assessment Management

Activity 1: Assessment Management StrategiesEstimated Time: 15 minutes

1. Describe how you will organize and track student assessment data.

Given that every district is moving to on-line grade books, I intend to stream line my assessment, and align it as closely as possible with the standardized questions use on the star state test. Student grades will consist of 10 quizzes, 2 to 3 test per trimester, and one project. Given the demands on my time and the possible need to get a second job, there is no other option.

2. Describe how you will help your students organize their assessment data.

Test and quizzes are recorded on line, quizzes, tests, and projects are scored and returned.

Module 5: Assessment in ActionLesson 3: Assessment Management

Activity 2: Assessment Routines (Optional)Estimated Time: 15 minutes

What assessment activities do you want to routinely occur in your classroom? What technology do you think could help support those activities?

Routine Assessment Activities Technology

Quizzes/Tests Scan-tron scoring to compare item by item performance.

Projects Recorded on line

Student self assessment Use on line textbook web page to take self assessment quizzes before taking unit/chapter test.

Module 5: Assessment in ActionLesson 4: Use of Assessment Data

Activity 2: Reflection and Goal SettingEstimated Time: 15 minutes

Review your ideas for tracking and organizing student assessment data from Module 5, Lesson 3, Activity 1. How will you and your students use the information from the assessment data?

1. Consider how students can use the assessment information to:

Reflect on their learning Modify their goals or actions Revise their work Build on their 21st century skills, and so on

Describe what you will have your students do with the assessment data they collect and organize.

Modify their actions, define and demonstrate, note taking and study skills.

2. Determine how you will use the assessment data to:

Modify instruction Determine proficiency Plan future units, and so on

Plan how you will use student assessment data that you organize and track.

Determine which concepts must be re-taught. Modify and spend more/less time reviewing depending on the class.

Module 5: Assessment in ActionLesson 5: Grading in a 21st Century Classroom

Activity 2: Grading Systems (Optional)Estimated Time: 10 minutes

What strategies will you use to assign grades to student work and processes?

Quizzes and test are completely objective. Answers are either correct or incorrect.Projects will either exceed, meet, or fail to meet, criterion outlined in student rubrics.

Module 5: Assessment in ActionLesson 6: Module Review

Activity 1: Module SummaryEstimated Time: 10 minutes

Reflect on the learning from this module.

Assessment really needs to be aligned with the types of assessment that schools, teachers, and students are evaluated by the state, standardized objective multiple choice test.

Course Wrap-Up Summary

Activity 1: Course ReflectionEstimated Time: 20 minutes

Revisit the goals you set for assessment in your classroom from Module 1, Lesson 4, Activity 1. Write about your progress toward those goals.

I have not made any progress towards these goals because I’m busy doing this.

What new goals do you have for assessment in your 21st Century classroom? What goals do you have for your students?

As I outlined in Module 1, lesson 4 Activity 1, I would also like to add more activities to stimulate development of meta cognitive skills.