2.7 Assessment
Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g)
Artifact:
Decades Project for 5th Grade
Reflection:
Decades Project was a performance-based learning experience for students in fifth grade. The learning process in each step of the lesson and required milestones were used to measure and evaluate student understanding of historical concepts, writing skills, and the ability to effectively utilize technology tools and resources to demonstrate an adequate understanding of the essential question. Assessments used in this lesson were performance-based and required the teacher to facilitate student learning and collect evidence of their academic progress at every stage of the lesson. Diagnostic assessment was implemented in this lesson in a form of observations and discussions. As students began researching information for a chosen topic and discuss the essential question with their peers, the teacher was able to assess student background knowledge and recollection of important facts and/or events in a decade from previous lessons. After starting points were diagnosed, the teacher structured further conversations, guided comprehension about complex relationships of historical events, and provided necessary support in small groups.
Formative assessments were an ongoing occurrence throughout the lesson. The teacher was able to facilitate small group discussions to assess student understanding and challenge, expand their thinking beyond the facts they learned. The rubric provided in the lesson was used as a tool to guide student work. They had to complete self-evaluations based on the specific criteria stated in the rubric. In addition, students listened to each other’s drafts and provided specific feedback to improve their quality. The feedback was based on the same rubric and allowed students to formatively assess each other’s performance before submitting it for a final assessment.
The summative assessment was conducted by the teacher and included learning targets from three different areas: the Social Studies content, ability to make connections between events, people, and today’s life in a written form, and presentation skills. Each area on the rubric had a different weight value, based on the depth of knowledge and skills necessary to complete it.
Throughout the lesson, students needed to demonstrate an ability to use digital assessment tools and resources. Students were expected to demonstrate the Responsible Use Guidelines for technology in the school. In their presentations, students demonstrated skills of simple citations for used resources and/or images and incorporated them in expository writing. A mini lesson on appropriate use of visuals to strengthen presentation was taught, and student work was assessed on these skills.
Empowering students to own their learning was one of the goals in this lesson. Involving students in the process of developing assessment criteria could help reach that goal in a more effective way. Setting up personal goals before starting the process could be another strategy to help students learn how to monitor their learning. Reflection could be added as a final step in the lesson. Publishing their projects in online portfolios and writing a reflection on the development process could help students reassess their learning experiences and identify areas for improvement in future projects.
Decades Project was a performance-based learning experience for students in fifth grade. The learning process in each step of the lesson and required milestones were used to measure and evaluate student understanding of historical concepts, writing skills, and the ability to effectively utilize technology tools and resources to demonstrate an adequate understanding of the essential question. Assessments used in this lesson were performance-based and required the teacher to facilitate student learning and collect evidence of their academic progress at every stage of the lesson. Diagnostic assessment was implemented in this lesson in a form of observations and discussions. As students began researching information for a chosen topic and discuss the essential question with their peers, the teacher was able to assess student background knowledge and recollection of important facts and/or events in a decade from previous lessons. After starting points were diagnosed, the teacher structured further conversations, guided comprehension about complex relationships of historical events, and provided necessary support in small groups.
Formative assessments were an ongoing occurrence throughout the lesson. The teacher was able to facilitate small group discussions to assess student understanding and challenge, expand their thinking beyond the facts they learned. The rubric provided in the lesson was used as a tool to guide student work. They had to complete self-evaluations based on the specific criteria stated in the rubric. In addition, students listened to each other’s drafts and provided specific feedback to improve their quality. The feedback was based on the same rubric and allowed students to formatively assess each other’s performance before submitting it for a final assessment.
The summative assessment was conducted by the teacher and included learning targets from three different areas: the Social Studies content, ability to make connections between events, people, and today’s life in a written form, and presentation skills. Each area on the rubric had a different weight value, based on the depth of knowledge and skills necessary to complete it.
Throughout the lesson, students needed to demonstrate an ability to use digital assessment tools and resources. Students were expected to demonstrate the Responsible Use Guidelines for technology in the school. In their presentations, students demonstrated skills of simple citations for used resources and/or images and incorporated them in expository writing. A mini lesson on appropriate use of visuals to strengthen presentation was taught, and student work was assessed on these skills.
Empowering students to own their learning was one of the goals in this lesson. Involving students in the process of developing assessment criteria could help reach that goal in a more effective way. Setting up personal goals before starting the process could be another strategy to help students learn how to monitor their learning. Reflection could be added as a final step in the lesson. Publishing their projects in online portfolios and writing a reflection on the development process could help students reassess their learning experiences and identify areas for improvement in future projects.