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Rigorous and Meaningful Assessment in PBL

ANDREW K. MILLER

andrewkmiller.com | @betamiller

ABOUT ME

SHANGHAI AMERICAN SCHOOL

ASCDBUCK INSTITUTE for EDUCATION

EDUTOPIA

Where I Live

Where I’m From

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DRIVING QUESTIONHow can we plan meaningful and effective assessments in a PBL Project?

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PLANNING ASSESSMENTWhat did you notice about how the assessment was planned?

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PLANNING ASSESSMENTWhat did you noticed about how the assessment was planned?

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“Projects are assessments of learning as well as engaging

learning experiences.”

AUTHENTICCULMINATINGPRODUCTS

Press Release

Field Report

Social Media

Website

Scale Model

Business Plan

PSA Video

Brochure

Museum Exhibit

Skit/Play

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Formative Assessments

Summative Assessments

Improve instruction

Provide student feedback

Purpose? Measure of student

competency

Ongoing throughout unit When administered? End of unit or course

Self-monitor

understanding

How do students use

results?

Gauge their progress

toward course or grade

level goals and

benchmarks

Check for understanding

How do teachers use

results?

Grades, promotion

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Grading Practice RationaleGrade academics, not behavior. Grades should reflect knowledge

Use incompletes, not ”0” Inaccurate/ “Grade Killer”

Do not take points off for late work Behavior

Do not grade homework “Coming to Know”

Document and report as much as you want Formative Assessment

Focus on ongoing feedback Feedback works!

22 ED U C A T I O N A L L E A D E R S H I P / N O V E M B E R 2 0 1 1

Redos and Redos and

Retakes Retakes

Done RightDone Right

Rick Wormeli

Jarrel plagiarized one para-

graph in his health class essay

on the dangers of second-

hand smoke. Carla came to

after-school review sessions

and followed every direction, but she

only scored a D on her English exam.

Marco was distracted by other things

when he did his history homework: It’s

full of incomplete thoughts and careless

errors that he doesn’t normally make.

All three students would like to

redo their assignment or assessment

proper ly, and they would like to receive

full credit for the new versions they sub-

mit. All three cases put our instructional

mind-set to the test.

Many teachers reason that they are

building moral fiber and preparing

students for the working world by

denying them the opportunity to redo

assignments and assessments—or if

they do allow retakes, by giving only

partial credit for redone assessments

even when students have demonstrated

full mastery of the content. These are

the same teachers who set a deadline for

submitting work and then give students

who do not meet the deadline a zero,

thinking that the devastating score will

teach them responsibility.

In reality, these practices have the

opposite effect: They retard student

achievement and maturation. As hope

wanes, resentment builds. Without

hope—especially hope that teachers see

the moral, competent, and responsible

self inside them, waiting to shed its

immature shell—students disengage

from the school’s mission and the adults

who care for them. Our education

enterprise is lost.

One Speed for All?

Schools that acquiesce to the fac-

tory model of schooling perpetuate

an in effective, age-based curriculum:

“Eleven-year-olds learn this topic;

12-year-olds learn that topic”; “No,

Shadnoosh, you can’t learn that until

next year”; “Mike, why didn’t you learn

this last month like the rest of your

class?” When learning doesn’t hap-

pen on schedule, these schools tend to

blame students or circumstances.

Teachers do need schematics for

moving students through the established

curriculum. But as we apply sound

pedagogy and respond to real students’

individual needs, blind adherence to

pacing mandates makes little sense.

Allowing students to redo assignments and assessments

is the best way to prepare them for adult life.

Wormeli.indd 22

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Making Feedback Useful• TIMELY• SPECIFIC

• UNDERSTANDABLE• ACTIONABLE

“Feedback should cause thinking.”

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“FEED FORWARD”Where to next?

Assessment StrategiesAS A CLASS

Read over your assessment strategy card and learn about it.Using the final handout and your colleagues as resources ,try to find up to 5 strategies that will work for you and your students.

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Formative Assessment

Significant Content & 21st Century Competency

Final Product/ Summative Assessment

Project Assessment Map

For more PBL resources, visit bie.org © 2 0 1 4 B U C K I N S T I T U T E F O R E D U C A T I O N

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Critique and FeedbackWhat are the components of effective critique?

How do we make this happen in our classrooms?

Critique and FeedbackWhat are the components of effective critique?

How do we make this happen in our classrooms?

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ReflectionWhat have you learned? How have you learned?What do you want to learn?

THANK YOU!Any questions?

andrewkmiller.com

twitter @betamiller