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Rich Classroom Assessment through Implementation of Project Based Learning. Denise White WVDE Office of Instruction. What is PBL?. - PowerPoint PPT Presentation
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Rich Classroom Assessment through
Implementation of Project Based Learning
Denise WhiteWVDE Office of Instruction
What is PBL?
Students working in teams to experience and explore relevant, real-world problems, questions,
issues, and challenges; then creating presentations and
products to share what they have learned.
A Project Learning Classroom is ...
• Project-centered• Open-ended• Real-world• Student-centered• Constructive• Collaborative• Creative
• Communication- focused
• Research-based• Technology-
enhanced• 21st Century reform-
friendly• Hard, but fun!
Project Learning is Skill-Based
To learn collaboration – work in teams
To learn critical thinking – take on complex problems
To learn oral communication –present
To learn written communications – write
Project Learning is Skill-BasedTo learn technology –
use technology
To develop citizenship –take on civic and global issues
To learn about careers – do internships
To learn content – research and do all of the above
6
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
disciplineApply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
International Center for Leadership in Education
In a project learning classroom
The teacher’s role is one of coach, facilitator, guide,
advisor, mentor…
not directing and managing all student work.
Rigor/Relevance FrameworkStep 1.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Teacher gives students a real-world question to answer or problem to solve.
Rigor/Relevance FrameworkStep 2.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students seek information to answer question or solve problem.
Rigor/Relevance FrameworkStep3.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students test the relevancy of the information as it relates to the question or problem.
Rigor/Relevance FrameworkStep 4.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students reflect on the potential use of the new information as a solution
Rigor/Relevance FrameworkStep 5.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students apply the information learned to answer the question or to solve the problem.
TRADITIONAL ASSIGNMENT
RESEARCH PAPERRequired Elements:
Select a disease to study Go to library and do
research Write ten pages Use proper essay form Include a bibliography
PBL ASSIGNMENT
HEALTH PROJECTRequired Elements:
Develop family medical historiesWrite proposal to study health issue of
personal or community interestKeep research log, including citationsProduce a newsletterDevelop lesson plans and materials for
underserved population Present to real audience
TRANSFORMING PRACTICE
Traditional Assignment
Student works alone Context is school Assessment by teacher only
PBL Assignment
Student works alone and in teams
Context is family and community
Assessment by real audience and teacher
Pbl vs. projectsProjects PBLTeacher directed Inquiry based
Highly structured Open-ended
Summative On-going
Thematic Driving question/challenge
Fun Engaging
Answer giving Problem solving
De-contextualized – School world Contextualized – Real world
Continuum of Practice
DESIGN FOR ASSESSMENT
CONTENT PLANINSTRUCTION ASSESSINSTRUCTION PLAN
ASSESSMENT
OUTCOME PLANASSESSMENT ASSESSPLAN
INSTRUCTION INSTRUCTION
Traditional Approach:
Outcome-Based Approach:
How Do We Assess in PBL?
• Formative Assessment• Performance Assessment• Summative Assessment
Formative Assessment
• takes place during the learning process• informs both teachers and students• allows teachers to adjust instruction• involves students• cannot be separated from the instructional process• is Classroom Assessment for Learning
Formative Assessment gives teachers information that they can use to inform their teaching and improve learning while it is in progress and while the outcome of the race can still be influenced.
Laura GreensteinWhat Teachers Really Need to Know about Formative Assessment
Formative Assessment:• Focuses instruction on informed
priorities• Allows for customized learning• Encourages teachers and students to
work together toward achievement• Increases student engagement and
motivation• Increases coherence between
curriculum, instruction and assessment
Student FocusedFormative Assessment helps teachers
Consider each student’s learning needs and styles and adapt instruction
Track individual student achievement Provide appropriately challenging
instructional activities Design student assessments Offer all students opportunities for
improvement through descriptive feedback
Instructionally Informative
Formative Assessment Provides a way to align standards,
content, and assessment Allows for purposeful selection of
strategies Embeds assessment in instruction Guides instructional decisions
Outcomes BasedFormative Assessment
Emphasizes learning outcomes Makes goals and objectives transparent
to students Provides clear assessment criteria Closes the gap between what students
know and desired outcomes Provides feedback that is relevant,
comprehensible, actionable Provides valuable diagnostic information
by generating informative data
Formative Assessment focuses on achieving goals rather than determining if a goal was or was not met.
Research“Formative Assessment shows
an effect size of between .4 and .7, the equivalent of going from the 50th percentile to the 65th percentile.”
Paul Black & Dylan Wiliam, 1998“Inside the Black Box: Raising Standards
Through Classroom Assessment”
Seven Strategies• Where am I going?
1. Provide clear Learning Target2. Use exemplars of strong and weak work
• Where am I now?3. Provide descriptive feedback 4. Teach students to self-assess & set goals
• How can I close the gap?5. Design lessons to focus on one aspect6. Teach students focused revision7. Engage students in self-reflection, let them
keep track of and share their learningStiggins, 2006
http://wvde.state.wv.us/teach21
Know – Need to Know
• Conducted at the beginning of a PBL• Helps teacher determine what clinics
or mini-lessons to conduct• May grow as students work through
their project• Can be used as a checklist at the end
of the project to determine if needs were met
Observations in PBL
• Allow teachers to– Assess how well students work with
others• Teacher Observation Checklists
– Assess student use of technology– Assess student understanding of
content
Questioning in PBL
• Allows teachers to– Determine which content has been
learned– Determine if students understand the
process as well as the content– Target individual students during a
presentation to determine if all students understand the content
Discussion in PBL• By listening to student
discussions during a PBL a teacher can– Determine student depth of
understanding– Assess student communication
skills– Evaluate how well students
collaborate
Logs in PBL
• The use of Journals or Learning Logs can help teachers to– Assess student skill in communication
through writing – Assess student depth of understanding– Assess student ability to present logical
arguments to back up their opinions– Examine sources used to gather
information
Peer/Self- Assessment• These assessments help teachers
– Assess what students say they know– Understand what peers understand
about the assignment• These assessments help students
– Assess their own learning– Set goals for their own learning– Become more metacognitive and self-
directed
Practice Presentations• These assessments help teachers
– Gauge student progress toward completion of the project
– Assess what presentation skills need to be retaught
• These assessments help students– Practice in a safe environment– Receive feedback from peers– Understand what needs to be done
before the final presentation
Quizzes in PBL
• Have a place in PBL• May be used to determine if the
content knowledge is being acquired
• Should provide explicit feedback to students
• May or may not be used for a grade
Questionsabout
FormativeAssessment
and PBL