Copyright © 2002 The George Lucas Educational Foundation

Assessment

What have we learned?

-- Danielle BolducTechnology Integration Facilitator (2000)

Technology & Assessment

“Putting the power of technology to work for all students

requires a broadly conceived approach to educational change

that integrates new technologies and curricula with

new ideas about learning, teaching, and assessment.”

Assessment

-- Edutopia: Success Stories for Learning in the Digital Age

“Superficial forms ofassessment tend to lead to

superficial forms ofteaching and learning.”

Teaching to the Test

Why Assess?

Provide diagnosis Set standards Evaluate progress Communicate results Motivate performance

Types of Assessment

Standardized Tests Alternative Assessment

Standardized Tests

Are not prescriptive Give capsulated view of a student’s learning

Used in conjunction with performance-based assessment

Authentic Assessment

Observation Teacher-made tests, quizzes, exams

Written compositions

Authentic Assessment

Oral presentations Projects, experiments, performance tasks

Portfolios

Set goals Define expectations Demystify grades

Why Use Rubrics?

Teamwork Rubric

Expectations of group members Participation of group members Level of involvement as team member

Quality of work as team member

Team Rubric

Team RubricsCooperative

1 2 3 4

Creative

On Task

Prepared

Skillful

Will not help - ignores partner

Never thinks of other ideas to solve a problem

Constantly talking to others in room, rarely works on taskNever has supplies or willing to find proper place in taskMakes no effort to learn new skills

Sometimes willing to help partner

Occasionally has a new idea, but little follow through

Sometimes talks about unrelated subjects

Looks through to task to find place and sometimes borrows suppliesSatisfied with answering questions, but no real understanding

Shares work when asked and listens to partner

Has new ideas but will not share with others

Usually follows the tasks and talks only to partnerUses daily wrap-up to find place in task

Has general idea of task. Able to answer specific questions

Willingly explains things to partner and will use partner’s ideas

Develops new ideas or ways of doing things. Products exceed requirementsAlways follows the steps of the task and sometimes goes beyond the conceptsArrives early for class and supplies are ready

Has clear idea of task and its relationship to technology and education

Project Rubric

Expectations for organization Expectations for mechanics Expectations for content Expectations for presentation

Sample Rubric: Second Grade

Research:DinosaurReport

Sample Rubric: Sixth Grade

MultimediaPresentation:Ancient Civilizations

Sample Rubric: Eighth Grade

Book Report:Website

“Measuring What Counts: Memorization Versus Understanding”

Read “Measuring What Counts: Memorization Versus Understanding” by Eeva Reeder.

What three elements factor into the creation of a project?

What are some of the benefits, according to the article, of project-based learning? Write a reflective paragraph.

What are recommendations for beginning projects in the classroom?

Record

List projects that would be likely to engage your students.

Create a table.

Include any of the learning experiences stated in the article that you could use or adapt.

Create a Rubric

Choose one of the projects you envisioned for your students.

Visit “Creating Your Own Rubric.”

Discuss

Discuss with your classmates the rubric you created. Will it meet the students needs?

Will it accurately reflect the learning process?

Will it accurately reflect what is being learned?

Using a Template

Choose another of the projects you envisioned for your students.

Create a rubric for the project.

Visit “RubiStar.”

Discuss

Discuss with your classmates whether or not you could use this site.

What are the template limitations?

What are the template benefits?

References

The George Lucas Educational Foundation Website.

Rubistar’s “Create Rubrics for your Project-Based Learning Activities” Website

Kathy Schrock’s Guide for Educators “Assessment & Rubric Information” Website.

A Practical Guide to Alternative Assessment. Herman, Joan L., Aschbacher, Pamela R., & Winters, Lynn. Association for Supervision and Curriculum Development, 1992