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Performance Based Assessments, Project Based Learning, and R

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Kristina Monteiro

on 27 March 2014

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Transcript of Performance Based Assessments, Project Based Learning, and R

Significant content

Critical thinking, problem solving

Requires inquiry

Essential content and skillshhh
Project Based Learning, Performance Based Assessments, and Rubrics as Authentic Assessments
Performance Based Assessment
Project Based Learning
Rubrics
Food For Thought
Introduction
Benefits and Outcomes of Project Based Learning
What is Project Based Learning?
Implementing Project Based Learning into My Classroom
The students' thoughts...
What did the assessments tell me?
Observation, rubrics, project, presentation

Multiple intelligences

Things to consider...
Prerequisite knowledge
Explicit teaching
Deeper level of thinking
Conclusions about Implementing PBL
Overall thoughts...
Something she learned...
Thoughts on working with a team...
" If learners should be able to solve problems, be critical and analytic thinkers, and be able to use the knowledge and skills they have acquired, then educators must use assessment tools that can accurately gauge the success of learners in achieving those goals" (Callahan and Moon, 2001, p 49).

Performance Based Assessments, Project Based Learning, and Rubrics are authentic assessment tools that complement one another and produce active learners that take accountability for their academic performance.




It's what you DO with what you KNOW
Performance Based Assessments
Activity Selection
Constructed Responses
Products
Performances
Process Focused

Our PBA Journey
Why Hide It?

Through
correct
use of a rubric, basis for grading products and performances becomes
demystified.
What is a Rubric?
...the ways in which a teacher applies rubric in the classroom creates a distinction:
scoring rubric =
it is only valuable to the grader (i.e. teacher)
or
instructional rubric
=
if it is valuable as an assessment and a learning tool for both students and teachers
(my focus)
When Rubrics Do Not Work
When Instructional Rubrics Work
Our Experience With Rubrics
My Conclusions
Fault is not with rubric itself, fault lies in the way rubric is used
Using a rubric with sole purpose of a grading tool
Leaving students out of the process
Not showing examples
Unfamiliar language
Research shows that instructional rubrics work best when used before, during, and after instruction:
Writing Prompt:
Group one
: co creation of rubric

Group two
: given a rubric

Group three
: no rubric
I believe that other forms of assessment must be used interchangeably with rubrics to gather an all-encompassing picture of the student as a learner
Big Takeaways...
Process of inquiry in response to a driving question, problem or challenge

Student voice and choice within the projects

Projects are planned carefully

Assessed to help students learn key academic skills, practice 21st Century Skills, and to create authentic products and presentations
Defining The Criteria

Explicit
Age Appropriate Language
Various Samples
Collaboration for Accountability
Guiding Feedback
Effective Methods Explored...
Steps for Assessing Performance
Evaluation Method
Evaluation Roles
Communication and Feedback Methods
Implementing PBA


-Product-

-Process-Focused- -Performance-
Brochure Observation Science Experiment
Lab Report Conference
Interview

The Results Are In!
Student Findings
Ambiguous
Time Constraints
Interdisciplinary
Before planning & co creation

During self-assessment

After feedback & reflection
Benefits
clear instructional targets
communicate expectations and outcomes
accurate assessment of student product

clear learning targets
better understanding of the process
value of setting goals and attaining them
become reflective thinkers
For Teachers...
For Students...
builds deep content understanding

raises academic achievement

encourages student motivation to learn


Theory of Multiple Intelligences
verbal-linguistic
logical-mathematical
spatial-visual
bodily-kinesthetic
musical
interpersonal
intrapersonal
naturalistic
existential
Frequent assessments
Formative assessments
Feedback and redirection through observations
Portfolios
Rubrics self-assessment
Summative Assessments
Project/product
The journey is just as important as the end product.
Entry Event exploring pattern blocks

Shape Hunt finding shapes in their every day lives

Vocabulary What do they know? What do I need to teach?

Art Project demonstrate knowledge
Where Can We Find Shapes in Our World?
Focus: Content knowledge, teamwork
Performance Based Assessments Unveiled
Product and Process Assessment

Content Specific

Solving Realistic & Meaningful Problems
Composition of Performance Based Assessments
Critical Thinking: Evaluating
Demonstration: Justifying
Communication
Cooperative Learning
Implementing PBA's
Step 1:
Define learning purpose

Step 2:
Select appropriate activity

Step 3:
Define criteria

Step 4:
Assess performance
Defining the Purpose for Learning
What should my students already know?

What can my students do?

What skill or concept am I trying to assess?

" If learners should be able to solve problems, be critical and analytical thinkers, and be able to use the knowledge and skills they have acquired, then educators must use assessment tools that can accurately gauge the success of learners in achieving those goals "
Has our presentation impacted your opinion about the use of authentic assessments to gauge student learning?

Would you utilize these assessment tools in your classroom?
Hampton Beach
Harry Potter and
shapes within
shapes
Book of Poems
Winter and Summer
(the rubric is the on the last page in your packet)
Full transcript