Action Plan Assessment

Intel® Teach Elements:Assessment in 21st Century Classrooms

Action Plan: JONNALYN C. INOCENCIO

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...........................................................3

Lesson 1: 21st Century Classrooms..........................................................................3Activity 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...........................................6

Lesson 3: Focus on Rubrics.......................................................................................6Activity 3: Rubric Development.............................................................................6

Lesson 4: The Assessing Projects Library..................................................................6Activity 2: Assessing Projects Application..............................................................6


Module 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


Module 4: Assessment Development......................................8

Lesson 1: Important Learning Goals..........................................................................9Activity 2: 21st Century Skills Objectives...............................................................9

Lesson 2: Assessment Plan.......................................................................................9Activity 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........................................................................................10Activity 1: Modules Summary..............................................................................10

Module 5: Assessment in Action...........................................11

Intel® Teach ElementsAssessment in 21st Century Classrooms

Lesson 1: Student Roles in Assessment..................................................................11Activity 1: Increased Student Responsibility (Optional).......................................11Activity 2: Peer Feedback....................................................................................11

Lesson 2: Self-Assessment......................................................................................11Activity 2: Supporting Metacognition (Optional)..................................................11

Lesson 3: Assessment Management.......................................................................12Activity 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........................................................................................13Activity 1: Module Summary................................................................................14

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

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

Copyright © 2010 Intel Corporation. All rights reserved. Page 2 of 34


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

I collaborate with my co-teachers in English IV regularly so that we can teach and discuss lessons which can bring out the best in our students.

Everyday I use technology in the classroom for convenience, accuracy, variety and maximum retention.

The prime function of a teacher is to facilitate students' learning. And so, I am a facilitator every day inside and outside the classroom.

I use assessment types such as objective and subjective. Under objective assessment, I use formative and summative. With subjective form of assessment, most informal assessments fall leading to the use of rubrics, portfolios, observation and participation. These forms help me in documenting in measurable terms the knowledge, skills, attitudes and beliefs of my students.

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

1. Formative and Summative2. Objective and Subjective

More criterion-referenced tests to measure individual performance (though 21st century learning is participatory)



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

Unit IIILooking At Man And Nature

A. Learning and Innovation Skills1. Creativity and Innovation2. Critical Thinking and Problem Solving3. Communication and Collaboration4. Information, Media and Technology Skills5. Information Literacy6. Media Literacy7. ICT (Information, Communications and Technology) Literacy.

Internet ConnectionRadioSpeakers and MicrophoneNet BookTelevisionComputerMoodle

Unit IV Exploring The world Of Science And Technology

B. Life and Career Skills1. Flexibility and Adaptability1. Initiative and Self-Direction2. Social and Cross-Cultural Skills3. Productivity and Accountability4. Leadership and Responsibility

Internet ConnectionRadioSpeakers and MicrophoneNet BookTelevisionComputerMoodle



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?

Formative assessment provides authentic information about the learning styles of individual learners. It enables me to find teaching resources and strategies that will fit my students. Because formative assessment is assessment for learning, that is, knowing students' current knowledge and skills as basis for considering approaches to teaching which are suitable to individual learners or class. Diagnostic exams, self-assessment for students and more of peer-assessment.

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:

1. Choose 21st century skills to focus on for a particular lesson or project

2. Use formative assessment in order to make a suitable program of learning for learners

3. Have students assess themselves and their peers every day





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?

I use rubrics in order to identify closely the extent of my students' knowledge and skills. I want to use more of it in self-assessment and peer-assessment. In this way, reliability and validity would be higher and I can be closest to the real value of my students' 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:

Multimedia Presentation Rubric

4 3 2 1

Content: Purpose

My presentation has a purpose or theme. All the parts of my presentation say something meaningful about the purpose or theme.

My presentation has a topic. All the parts of my presentation say something important about the topic.

My presentation has a topic. Most parts of my presentation say something important about the topic.

My presentation’s topic is unclear. Many parts of my presentation seem off topic.

Content: Conclusions

I use my background knowledge to interpret my

I draw reasonable conclusions from my research.

With help, I draw conclusions from my research.

I rarely draw conclusions from my research.



4 3 2 1

research information and draw meaningful conclusions.

Content: Key Points

My presentation combines my research and the conclusions I have drawn into a few concise, important points.

My presentation describes the main ideas of my research and the conclusions I have drawn in a few points.

I try to describe the main ideas of my research in a few points, but my presentation may be too wordy or missing information.

My presentation is too wordy or missing important information.

Content: Supporting Information

I include appropriate, meaningful findings from credible research that support and explain my main points.

I include appropriate findings from research to support and explain my main points.

I try to include findings from research to support and explain my main points, but some information is incomplete or inaccurate.

I do not include enough information to support and explain my main points.



Multimedia Features

I use graphics, video, sound, and other multimedia features effectively to support my key points and make my presentation more meaningful. I follow all copyright laws when I use multimedia features.

I use graphics, video, sound, and other multimedia features to support my key points. I follow copyright laws when I use multimedia features.

I use graphics, video, sound, and other multimedia features, but sometimes they distract from the meaning. I usually follow copyright laws when I use multimedia features.

I do not use the features of multimedia presentations, or the features that I use are distracting. I often do not follow copyright laws when I use multimedia features.

Creativity

My presentation includes unusual and surprising features and components that excite my audience about my topic and add to the meaning.

My presentation includes some unusual and surprising features that interest my audience and relate to the meaning.

I try to include unusual and surprising features, but they do not add to the meaning of my presentation.

My presentation includes no unusual or surprising features, or the features I add detract from the meaning.

Organization

My presentation begins with a slide that introduces the theme in an interesting way, builds information in a logical way, and ends with a slide that leaves the audience with an interesting idea about the theme to think about.

My presentation begins with a slide that introduces the theme, builds information, and ends with a concluding slide.

My presentation is missing a clear introduction or conclusion, and information may be presented in an illogical way.

My presentation is missing an introduction, a conclusion, and a sense of order.

Oral Presentation

I am prepared and have rehearsed my presentation. I speak clearly and smoothly in an engaging way.

I am prepared and have rehearsed my presentation. I speak clearly.

I am somewhat prepared, but I should have spent more time rehearsing. I deliver a presentation but I sometimes forget what I am doing or lose the audience’s attention.

I am not at all prepared. I have not rehearsed my presentation. I often forget what I am doing and lose the audience’s attention.

Conventions



Multimedia Features





Creativity





Organization





Oral Presentation





My presentation My presentation My presentation My presentation



Multimedia Features





Creativity





Organization





Oral Presentation





contains no spelling, contains no spelling, contains a few contains so many



Multimedia Features





Creativity





Organization





Oral Presentation





punctuation, punctuation, spelling, spelling,



Multimedia Features





Creativity





Organization





Oral Presentation





capitalization, or capitalization, or punctuation, punctuation,



Multimedia Features





Creativity





Organization





Oral Presentation





language errors. language errors that capitalization, or capitalization, and



Multimedia Features





Creativity





Organization





Oral Presentation





take away from the language errors that language errors that



Multimedia Features





Creativity





Organization





Oral Presentation





meaning. take away from the it is difficult to



Multimedia Features





Creativity





Organization





Oral Presentation





meaning. understand.



How I will use the rubric:

I will use this rubric in measuring the skills of my students in applying what they have learned from a specific unit. It will be a tool for assessing the final output.

21st Century Skill Rubric:

Self-Direction Rubric

4 3 2 1

Goal-setting I set challenging, achievable goals and identify and access the resources necessary to achieve the goals.

I set achievable goals. I identify and access some resources to achieve goals.

I begin a task without clearly defined goals. I do not identify necessary resources.

I make no effort to identify a goal or resources to complete goals.

Project Management

I consistently manage time and resources in an efficient manner to achieve goals.

I usually manage time and resources in an efficient manner to achieve goals.

I manage time and resources with some help to achieve goals.

I need ongoing help in managing time and resources to achieve goals.

Problem Solving

I consistently review my progress and learning experiences to resolve problems that may be interfering with achieving my goals.

I usually review my progress and experiences to resolve problems that may be interfering with achieving my goals.

With some assistance, I review my progress and experiences to resolve problems that may be interfering with achieving my goals.

With ongoing assistance, I review my progress and experiences to resolve problems that may be interfering with achieving goals.

Using Feedback

I ask others for feedback and consider their ideas seriously when revising my work.

I consider feedback from many sources when revising my work.

I consider some feedback when revising my work.

I do not consider feedback when revising my work.

Persevering I exhibit strong I exhibit I make an effort I make little



4 3 2 1

determination to find an answer or solution. I monitor my commitment to the goals and develop and apply a wide variety of techniques to stay on task.

determination to find an answer or solution. I monitor my commitment to the goals and develop and apply some techniques to stay on task.

to find an answer or solution. I do not monitor my commitment to goals. With help, I apply techniques to stay on task.

effort to find an answer or solution. I do not consider techniques to stay on task and give up easily.

Assessing Quality

I consistently identify and describe the criteria and performance standards for quality work.

I usually identify and describe the criteria and performance standards for quality work.

I identify and describe criteria and performance standards for quality work with some help.

I cannot identify or describe the criteria and performance standards for quality work.

Reflecting on Learning

I identify clearly what I learned using examples. I identify strengths and weaknesses of my work in clear terms and identify areas for improvement.

I identify clearly what I learned. I identify the strengths and weaknesses of my work in clear terms and identify areas for improvement.

I identify clearly what was learned but do not identify strengths, weaknesses or areas for improvement.

My reflections do not provide evidence of intended learning.

Learning Continuously

I reflect continuously to set new goals. I effectively incorporate lessons I have learned from my successes and failures.

I reflect at the end of the work to set new goals. I often incorporate lessons I have learned from my successes and failures.

I reflect on my work and set new goals with help. I may consider, but do not incorporate lessons learned from successes and failures.

I do not reflect on my work to set new goals. I do not consider lessons learned from success or failures.

How I will use the rubric:

I will use this rubric in keeping my students self-directed. It's important that learners have a concrete set of goals they want to achieve and the ways on how



to achieve such.

Module 2: Assessment StrategiesLesson 5: Module Review


Reflect on your learning in this module.

I have learned the complex use of assessment strategies in building the right learning program for individual learners and the class. Although the reliability and validity of such assessment strategy is always in question, using these strategies will give me a clear picture of how I should teach my students so that they will succeed in achieving their goals.

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

Concepts and ideas in graphic organizers can be assessed through observation and peer assessment

Journals and Learning Logs

The process of reflecting is best valued by a Self-assessment of the learner

Discussions

Effective discussions wether simple or complex can be assessed by Student and teacher conferences

Products and Performances

Outputs and or end-products of learners can be assessed by a peer assessment, self-assessment, and teacher and student conferences



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

Observation is one assessment method which can be used in the classroom every day. It is very useful because it provides firsthand or direct information about the learning situation.

Peer Assessment

Peer assessment can be used in group activities where most of the performances or outputs are done through a collective effort.

Self-Assessment

For individual output and performance, self-assessment is most helpful to students.

Student-Teacher Conferences

Student-teacher conferences can be included in lessons with huge topics or general point of discussion.

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

Multimedia Presentation Rubric I will use it for a final output at the end of the lesson.

Self-Direction Rubric I will use it at the start and end of every quarter.



Communication Rubric I will use it every time a speaker is needed to discuss or explain a particular thing.

Module 3: Assessment MethodsLesson 6: Module Review


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

Implementing assessment methods in the classroom will make lesson planning and system of grading a lot easier and more manageable. Through these, an organized system of planning, developing and implementing lessons will smoothly flow in the course of teaching. Maximum potentials of students will be addressed, problems in teaching will be lessened, and quality of education will be preserved if educators will make assessment methods an integral part of the teaching-learning cycle.

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: Unit III and IV - Research Paper

Targeted Standards Objectives

(Learning Competencies in English IV)

1. Fill out application forms(school, job, bank, etc.) and write project proposals

1.1 Prepare school project proposals, ongoing project evaluation and end-of-the-project reports

1. Write a highly interesting research paper based on lessons from Unit III to Unit IV.

2. Transcode information from linear to non-linear texts and vice versa

2. Utilize technology to access information efficiently and effectively.



2.1 employ concept mapping as aid in organizing ideas

2.2 use outlines to sum up ideas taken from or to be expanded into texts

2.3 use non-linear text outlines and notes as aids in the preparation of a research paper

3. Organize information in texts bearing in mind the over-all macro discourse pattern and generic structure suited to the objective of the written discourse

3. Evaluate information critically and competently

4. Give and respond to feedback on one's paper in the revision process

4. Use information accurately and creatively for the problem or issue at hand

5. Arrive at a consensus by resorting to varied strategies:assessment, negotiation, and accommodation

5.1 indicate affirmation or objections to ideas expressed in discussions

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

Self-Direction Rubric Brainstorming and Discussion Collaboration Rubric

Reflective Journal Information bank Creativity Checklist Peer assessment Interview/Survey Research process

checklist Conferences Presentation Rubric

Presentation Rubric Research Paper Rubric Reflection questions

checklist

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

1. Self-Direction Rubric

Students shall use this before and after the project. I would like my students to be aware of their tasks and goals before and after the project to keep them focused.



2. Collaboration Rubric

This will establish in the group the things they have to conform with, finish, and deliver.

3. Presentation Rubric Explaining data and results will be more effective if guided by this assessment

4. Research Paper Rubric

The success of the project will be measured by this assessment.

5. Communication Rubric

This will equip the students with the right attitude and instrument in communicating.

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.

Communication Rubric

4 3 2 1

Speaking Content: Introduction

When I present, I begin with an introduction that informs my audience of my presentation’s theme and engages my audience.

When I present, I begin by introducing the topic.

When I present, I try to introduce the topic, but my introduction may leave my audience confused about my presentation’s topic.

I do not begin my presentation by introducing my topic.

Speaking Content: Body

When I present, I provide details and supporting information that clarify the main ideas and elaborate on thoughts, ideas, and opinions.

I provide details and supporting information that clarify the main ideas.

I provide some details and supporting information that clarify some of the main ideas.

I do not provide any details or supporting information to clarify the main ideas.



4 3 2 1

Speaking Content: Conclusion

I conclude my presentation in a memorable way to reinforce my presentation’s theme.

I conclude my presentation by reinforcing my presentation’s theme.

I conclude my presentation in a generic way

I do not end my presentation with a conclusion.

Speaking: Voice and Mannerisms

When I present, I speak naturally with poise, precision, animation, and proper volume. I effectively use nonverbal cues, such as facial expressions, gestures, posture, and proximity.

When I present, I enunciate clearly and speak audibly, avoid clumsy pauses and fillers, maintain eye contact with my listeners, and use gestures and facial expressions to keep the audience engaged.

When I present, I sometimes use a voice too soft for listeners to comfortably hear and understand, use fillers such as “uh” and “um”, have difficulty maintaining eye contact, and forget to use nonverbal cues.

When I present, I speak inaudibly, enunciate poorly, mispronounce words, distract listeners with fillers such as “uh” or “um”, pause awkwardly, frequently look down to avoid eye contact, and use distracting gestures and other nonverbal cues.



Speaking: Audience Awareness

I recognize and effectively vary my speaking based on audience characteristics, such as group size, gender, and age.

I recognize different types of audiences and vary my speaking to meet their needs.

I try to take into account different types of audiences, but I am not effective in varying my speaking to meet their needs.

I do not consider different types of audiences.

Speaking: Purpose

I vary my word choice, tone, animation, gestures, pauses, and opinions according to the purpose of my speaking, such as to inform, persuade, or entertain.

I vary my speaking according to the purpose, such as to inform, persuade, or entertain.

I try to vary my speaking according to the purpose, but I have difficulty sounding credible.

I do not consider the purpose for my speaking.

Speaking: Audio or Visual Aids

I effectively use a variety of audio and visual aids to enhance my message.

I use audio or visual aids to enhance my message.

I try to use audio and visual aids, but they may not enhance my message.

I do not use audio or visual aids, or if I use them, they distract the audience from my message.

4 3 2 1

Listening: Body Language

I listen attentively by facing the speaker, making eye contact, and paraphrasing what is said.

I usually listen attentively, face the speaker, make eye contact, and paraphrase what is said.

I try to listen to the speaker but my attention sometimes wanders, I frequently break eye contact, or I have difficulty recalling what is said.

I do not listen attentively, I create disruptions, and I cannot recall what is said.



Listening: Questions

I ask and respond to questions effectively and appropriately about presentations.

I ask and respond to questions appropriately.

I rarely ask questions and make limited responses to questions asked of me.

I do not ask or answer questions.

Listening: Interpretation

I identify and interpret multiple messages and purposes intended by the speaker. I can:• Summarize the main ideas thoroughly and precisely• Distinguish between fact and opinion• Identify supported and unsupported statements• Recognize persuasive appeals• Draw sound, thoughtful conclusions with supporting details• Follow the speaker’s reasoningI identify and interpret multiple messages and purposes intended by the speaker. I can:• Summarize the main ideas thoroughly and precisely• Distinguish between fact and opinion

I identify and interpret some messages and purposes intended by the speaker. I can:• Summarize main ideas clearly and accurately• Distinguish between fact and opinion• Draw appropriate conclusions

I try to identify and interpret messages and purposes intended by the speaker, but I have trouble understanding some pieces. I can:• Summarize some of the main ideas• Sometimes distinguish between facts and opinions• Draw basic conclusions

I can not identify or interpret messages and purposes intended by the speaker.



• Identify supported and unsupported statements• Recognize persuasive appeals• Draw sound, thoughtful conclusions with supporting details• Follow the speaker’s reasoning

Listening: Following Instructions

I accurately follow instructions that require action over an extended period of time. I ask questions to clarify instructions and directions.

I restate and carry out multistep oral instructions. I ask questions to clarify instructions.

I have trouble carrying out multistep oral instructions.

I need to hear oral instructions repeatedly before I can carry them out.

4 3 2 1

Discussing: Body Language

I pay attention when others are speaking by maintaining eye contact; listening with openness, interest, and awareness; and giving appropriate verbal and nonverbal cues.

I pay attention when others are speaking by maintaining eye contact and giving some appropriate verbal and nonverbal cues.

I usually pay attention when others are speaking, but sometimes, I interrupt or give inappropriate nonverbal cues, such as rolling my eyes, yawning, or looking away.

I seldom pay attention when others are speaking, or I create disruptions.

Discussing: Participation

I contribute by responding directly and thoughtfully to others’ ideas and opinions; actively and consistently sharing my thoughts, opinions, and ideas; and

I contribute by connecting to what others say and by sharing my thoughts, opinions, and ideas.

I occasionally contribute by connecting to what others say, but often I am hesitant to share my thoughts, opinions, and ideas.

I seldom make an effort to connect to what others say, and I rarely share my thoughts, opinions, or ideas, or I only share when prompted to do so.



sometimes leading the group by asking higher-level questions or by drawing others out.

Discussing: Critical Thinking

I look for points of agreement in all points of view, even those I disagree with, and I question all opinions critically, even those I agree with.

I seriously consider all points of view in a discussion.

I consider some points of view in a discussion, but I may accept opinions I agree with or reject opinions I do not agree with without much thought.

I rarely think seriously about viewpoints that I do not agree with in a discussion.

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

I have divided the communication rubric into three. I will use them separately so I can focus on one communication skill at a time.

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.

Assessment development requires a lot of data recording and gathering. Assessment should be developed with consistency based on students' performance. For it to be valid, it should be made to measure what it is intended to measure. One can modify a particular instrument so that it would land parallel to the objectives set for the lesson.

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

1. Disagreement 1. Set rules on brainstorming and open discussions

2. consistency 2. Set standards on assessment tools to use

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.

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.

I will use this material in familiarizing my students on the processes they need to

deal with.

Module 5: Assessment in Action



Lesson 3: Assessment Management

Activity 1: Assessment Management StrategiesEstimated Time: 15 minutes

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

To track student assessment data, I will be using charts in excel so that data are organized.

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

I will suggest that they keep a folder in excel. This folder will be the house of all the assessment data they will use.

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

1. Point system-multiple choice (For 1-5)

2. Role Play Power point presentation; videos;

3. Character interpretation radio; camera; microphone

4. Reflective journal

5. Sentence completion

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.

I will ask my students to:

1. Categorize the assessment data according to: type of test; time allotment; and length of assessment material

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.

I will use the assessment data in modifying my instructional activities. It will be a great factor for my succeeding lessons and strategies.

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?

I still believe that Point system is the most reliable way of grading students' work. But along with it, I would like to have a rubric for individual participation.

Module 5: Assessment in ActionLesson 6: Module Review


Reflect on the learning from this module.

Assessment is such a difficult thing to administer especially when the students show varying levels of learning skills and styles over a period of time. It is always in a constant modification depending on the performances of the students.



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 am still confident that formative assessments play a very important role in determining students' learning. It will prepare students for the summative tests that will decide the final grades of each.

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

My goals for the 21st century classroom are as follows:

1. Develop a file of numerous challenging activities that will cater to students with 21st century skills.

2. Utilize in full the available technology that will make classroom management and lesson implementation more fun and interesting.

3. Provide assessment both for individual and group activities.

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