Assessing Projects
Workshop Handout
ICT in the Classroom Conference
Durban, South Africa
September 2009
Activity 2Changing Assessment Practices
Each year, Ms. Perry teaches a project-based study of Romeo and Juliet. Last year she assessed the unit with traditional methods. This year, she revised the unit with some new assessment methods. As you read, use the highlight tool and highlight the assessment methods Ms. Perry has planned. Think about the differences in each assessment plan.
Romeo and Juliet Year 1Ms. Perry, a high school English teacher is teaching a unit on Romeo and Juliet. She will focus on state reading standards related to character analysis and literary devices, along with other oral and written communication standards.
Ms. Perry begins the four-week unit by explaining to her students that they will be learning about Shakespeare and his most famous play, Romeo and Juliet. She introduces the Essential Question for a student discussion, Does literature help us better understand ourselves?She explains that they will be completing a project at the end of the unitwhere they will apply the themes of the play to a current problem and develop solutions.
Students spend several weeks reading and acting the scenes from Romeo and Juliet.Ms. Perry assigns students roles and they begin reading aloud and analyzingscenes.Students also read some parts of the play for homework. After each act, Ms. Perry gives students a quiz to evaluate their learning.
They spend considerable time during class discussing the difficult scenes and the literary terms associated with it. For instance, students identify and discuss the metaphors concerning Juliet in Romeo’s soliloquy. Ms. Perry asks students questions such as:
- How do the metaphors help to show the feelings and thoughts of the characters?
- How does the imagery affect the way we respond to the scene?
Ms. Perry assigns the final project to student teams:make a difference in their school, community, or even the world by developinga solution to an issue of modern life byapplying the play’s themes. They are required to present their findings and solutions to an audience, creating appropriate products to supplement their message (multimedia presentation, brochure, newsletter, flyer, Web site, and so forth).
The class discusses example themes, such as parent-teenager communication, peer pressure, or violence in school, and they review an example student-created brochure on conflict resolution. Ms. Perry hands out a rubric to evaluate the final project and leads a discussion of the criteria including problem-solving and group work. Students also receive a checklist to help them stay on-track through the stages of brainstorming, planning, and implementation of their project.
Romeo and Juliet Year 2
Ms. Perry attends a workshop, does some online research, and reads a few publicationsabout assessment since last teaching the Romeo and Juliet unit. She has a new plan for embedding other methods of assessment in the unit.
To provide more opportunity for students to learn about Shakespeare’s time, Ms. Perry sets up an e-pal project so her students canexchange ideas comparing Shakespeare’s time to their own. To structure the students email communication, Ms. Perry plans student reading logs with specific questions that prompt analysis of characters and literary elements as the students read each act of the play. Students will write answers to the reading log questions and exchange them with their e-pal. They will periodically hand in a log of their email exchanges during the unit.
As before, students will read the play and explore the themes in Romeo and Juliet and discuss how they apply to modern life and relationships. To start the unit, Ms. Perry leads a discussion about the same Essential Question, Does literature help us better understand ourselves? A short discussion ofwhatstudents already know about Shakespeare and Romeo and Juliet introduces an Internet scavenger hunt, a structuredsearch for basic facts about the life and times of Shakespeare. Students complete a handout on what they already know and would like to know about Shakespeare and his time.
As in the past, students work over the next several weeks reading, acting out Romeo and Juliet, and discussing difficult scenes and literary terms such as metaphor. This year, Ms. Perry uses observation sheets to keep track of notes for individual students, looking for such things as: participation in discussion and analysis of ideas. She uses these notes to conductshort one-on-one conferences as students develop a short essayon one theme, character trait, or literary device that seems relevant to their own life. Students send these essays to their e-pals for peer review before handing them in.
Students are introduced to the final project.As before, the class discusses example themes and reviews a student sample. They also review the rubric to evaluate the final project. To help create ownership for the criteria for which their work will be rated, Ms. Perry asks students to use the rubric to score the sample student project. As a class, they discuss the rubric and make some changes to the language of the criteria. Students also get a checklist to help them through the stages of their project.
As they work on the project, students use their reading logs to provide “evidence” to support a case for their solutions to the modern life issue they choose for their project topic. Using these arguments, students create a presentation discussing their topic, its relationship to Romeo and Juliet, and their solutions.
Students take a final test on plot development, literary devices, and characters. They also complete a self-assessmentfor their English class portfolio and write reflection on the Essential Question and what it means for their own learning.
Think about the two different assessment plans in Ms. Perry Romeo and Juliet project. With a partner answer the following questions. Be prepared to share your answers with the large group.
What is similar and what is different about the methods of assessment Ms. Perry used?
How do you think the changes in assessment will impact students, teacher and parents?
Resources
Designing Effective Projects: Assessing Projects
Activity 3Planning Student-Centered Assessment
Goals for an Effective Assessment Plan
Assessment for project-based unitsshould beplanned to:
–Use a variety of assessment methods to meet different purposes
–Embed assessment throughout the learning cycle
–Assess the important objectives of the unit
–Assess higher order thinking
–Engage students in assessment processes
Planning Assessment
An assessment plan ensures a project stays focused on intended learning goals and should be developed along with project activities and tasks. Because project tasks allow for broader expression of individual learning, assessment strategies need to be open enough to accommodate a range of student work, yet focused on expected results.
An assessment plan outlines methods and tools that define clear expectations and standards for quality in products and performances. It also defines project monitoring checkpoints and methods to both inform the teacher and keep students on track. The plan should involve students in reviewing and managing their learning progress during the project. A plan will answer key questions:
- How will you know your students have met the learning goals?
- By what criteria will students be assessed?
- What methods of assessment will you use throughout the project in order to inform you and your students about their learning progress?
- What reporting and monitoring methods will you use to encourage student self-management and progress during independent and group work?
Sample Assessment Timeline
A assessment timeline is a simple way to show an assessment plan and check that a variety of assessment methods occur throughout the learning cycle.
Analyzing an Assessment Plan Using an Assessment Timeline
In the space below, create assessment timelines for the Assessment Plans Ms. Perry used in Romeo and Juliet.
Assessment Timeline: Romeo and Juliet Year 1Before project work begins / Students work on project and
complete tasks / After project work is completed
Assessment Timeline: Romeo and Juliet Year 2
Before project work begins / Students work on project and
complete tasks / After project work is completed
Activity 4: Using Multiple Methods of Assessment
There are many assessment methods and tools and each provides information to both the teacher and students. Similar assessment methods and tools may be used for different purposes depending on how they are structured and what is done with the results.
Categories of Assessment Methods
Three tables on the following pagesorganise assessment methods, purposes, and tools into three categories:
1) Methods for Monitoring Progress
These methods help students and teachers stay on-track during a project. They help students be more self-managing as they complete open-ended tasks. They help teachers know when and where students need extra help or additional instruction. Many of these methods provide documentation of learning growth over time.
2) Methods to Check for Understanding or to Encourage Metacognition
These methods help teachers check for understanding while they help students think about their own learning. The same method can be used for both purposes but teachers must be explicit in helping students think about what and how they are learning through questions and prompts.
3) Methods to Demonstrate Understanding and Skill
There are two methods in this category, products and performances, but there are many examples for each method. Products are things that students create, sometimes known as artifacts. Performances are things that students do.
As you review the methods in each category, indicate your interest in or experiences with each using the following symbols:
I already use this method
+I am interested in this method and want to try or use this more
–I am not interested in this method
?I don’t understand this method
Find a partner with similar teaching responsibilities (age and subject), share your interest in or experience with these methods.
Methods for Monitoring Progress
Informal Observations and Anecdotal Notes / Notes from observations of individual students, group processes, and performances provide objective feedback, clarify misunderstandings, and support teaching adjustments. / Observations and note taking during group and individual work conducted throughout the unit. Notes can guide adjustments to instruction, individual conferences, and final grading. / Comments on sticky notes collected in individual or group folders. Pre-prepared observation questions. Checklists help focus expected behaviors.
Learning Logs, Daily Effort Logs / Logs are short regular updates in a project notebook, journal, or on a short form that are used with structured prompts. (Example headings: Today I accomplished…, I need to….) / These entries provide regular data for the teacher, the student, or a team to review, reflects, and adjusts their work during progress checks in project meetings or conferences. / Forms,
Prompts
Progress Checklists / Checklists are necessary where projects require students to meet specific requirements in sequence and on a schedule. They can be very detailed with specific tasks, subtasks, recommended processes, suggested time allotments, and due dates. / Checklists can be reviewed in team meetings or conferences with the teacher. Students can help design a project checklist or customize a checklist. / Checklist with milestones, due dates, and approval stages
Progress Reports / The report asks students to document progress or explain something new in their understanding. An report might be a rough draft, a storyboard, or data summary. / Students prepare interim reports at key stages of a project, such as at outline or midpoint of the first draft. / Forms, Prompts
Project Meetings and Conferences / Team or individual conferences with the teacher can be used for approval or sign off in readiness for next stage or milestone of a project. / Brief regular team meetingsfor students and conferences with the teacher are used to check progress, maintain commitments in group work, and plan next steps. / Agenda,
Goals, and Process Form
Methods to Check for Understanding or to Encourage Metacognition
Assessment Method / Purpose / When Used / ToolWritten Journals or Notebook / Extended written reflections on progress or entries in reaction to prompts. In addition to reflections, prompts can elicit specific thinking skills at key points in the project, for example, “How has what you investigated or learned, changed or confirmed your viewpoint on this issue?” / Journals are written throughout the project or at key points. They are checked periodically or at the end of the project. / Prompts for entries,
Journal review plan
Video and Photo Journals / Students develop visual documentation of progress in a project in a structured way.The “entries” are meant to capture reactions and reflections or can be used for demonstration of skill development. / These journals are kept throughout the project, but may be integrated into final products or performances. / Outline of photo sequence and topic (shot list), Schedule for video scenes
Structured Interviews and Observations / Teachers or outside experts schedule formal oral interviews with individuals or teams related to development of understanding.
Interview questions (protocol) ask students to explain and give reasons for their current understanding. Structured observations are similar but used with skill, process, and performance assessment. / Structured interviews are often done at the end of a project. / Interview or observation protocol (a script)
Written and Oral Tests and Quizzes / Tests and quizzes offer direct evidence of knowledge acquisition and comprehension. / Tests and quizzes are often used at key points within the project and at the end of the project. / Test and quiz questions
Methods to Demonstrate Understanding and Skill
Assessment Method / Purpose / When Used / ToolProducts / Things that students create and build that show learning. (Examples in table below.) / Depends on product and length of project; often completed at end of project. / Rubrics that define qualitywith several criteria
Performances / Demonstrations, productions, and events that students design and conduct to show learning. (Examples in table below.) / Depends on product and length of project; often presented at end of project. / Rubrics that define qualitywith several criteria
Products and Performance Tasks
P r o d u c t s / Reports / Historical research, scientific research, journal article for publication, policy recommendations
Designs / Product design, home design, building or school design blueprints, transportation alternatives
Constructions / Models, machines, exhibits, dioramas
Essays / Letters-to-the editor, guest column for local newspaper or community publication, book and movie reviews, story writing
Artistic expressions / Pottery, sculpture, poetry, fine art, posters, cartoon, mural, collage, painting, song writing, movie script
Print media: books, pamphlets, brochures / Nature trail guide, self-guided walk through community history, public service announcement, history scrapbook, photo timeline, investigative documentary, commercial, training manual, animation/cartoon
Multimedia: informational kiosk, video, photo journal, slideshow, digital book
P e r f o r m a n c e s / Presentations / Persuasive proposal, inspiring speech, debate, informative lecture, research analysis and conclusions, newscast
Skill demonstrations / Science laboratory processes, constructions, specific sports skills, teaching or mentoring younger students
Artistic/creative performances / Interpretive dance, play, skit, character study, docu-drama, readers’ theater, radio plays
Simulations / Mock trial, reenactment of historical event, role play
Activity 5: Assessing Thinking
The Glass is Half Full ProblemTwo glasses are each filled half way, one with Pepsi*, the other with Sprite*. A small amount of the Sprite is removed from the glass and put into the Pepsi glass. The glass is stirred thoroughly so that the Sprite is completely mixed into the Pepsi. Then the same amount of the mixture is removed from the Pepsi glass and put back into the glass with the Sprite.
Question:
After the soda has been exchanged, is there more Pepsi in the Sprite glass or more Sprite in the Pepsi glass?
Look over the problem and predict which of the following is most likely to be correct:
- More Pepsi in the Sprite.
- More Sprite in the Pepsi.
- The same in both glasses.
Choose a person in your group to be the observer who will:
- Observe the rest of the group solving the problem and record in the checklist what you observe about the strategies and processes the group uses as they work.
- Make check marks or brief comments when observing any of the behaviors listed in the chart.
In your group, look over this partial list of thinking skills:
Problem-solving SkillsResponds positively to complex problems
Maintains concentration in active environment
Persists with challenging problems
Takes a systematic approach to support decisions and conclusions
Identifies all of the key elements of the problem
Represents problem in symbols
Uses equations
Works backward
Chooses effective notation
Makes tables and diagrams.
Builds models
Simplifies problem
Assesses the validity of methods and answers
Supports a conjecture witha logical or mathematical argument
Tests and accepts or rejects a conjecture based on well thought out rationale
Makes generalizations to other cases
After 10 minutes of discussion the problem, individually check those skills you think you and your colleagues used during the activity. Compare your list with your observer.