Assessment Plan and Tools
When and how will students be assessed during the unit? (Include specific points in the unit timeline.)
See timeline for when students will be assessed. The answers to the following questions address how they will be assessed.
How will you provide feedback to the students to help them revise their projects and/or solutions? When will students have opportunities to get feedback on their products? How and when will this feedback be used to revise their products?
The teacher will provide feedback through class discussions. For example, this is seen in the best fit line activity. At home, students will finish this assignment and will discuss it the next day. As they talk about it, the teacher will be able to ask questions to students’ responses like “How did you get your answer?” or “Does your answer seem reasonable? Why or Why not?” (PBS TeacherLine, n.d., p. 1). This will allow students them to revise their projects and/or verify their understanding. In
addition, the teacher and students will provide feedback on the individual projects. This will be done on Friday of the first week. They will fill-out a form
to help the group understand what is good about the project and how it needs to be revised.
How will you assess students’ content knowledge, processes, and products (e.g., rubrics, checklists, presentations, exams)? Provide samples of the assessment measures you will use.
Content knowledge and group processes will largely be assessed during daily debriefing sessions and exit tickets. Debriefing will be a purely observational formal assessment. Exit tickets will be assessed on completion in a two-point system. Points will be allocated for each question students answer (one point per question). Rubrics will be used for final presentations, peer and self-evaluation, and the group check-ins at the end of week one.
How will these tools help you evaluate changes in students’ content knowledge, processes, skills, and products developed by the students?
During the debriefing sessions, students will have the opportunity to bring issues with group processes or their learning of the content to the attention of the teacher. The teacher will then have an opportunity to address students’ concerns during the debriefing session the following day. This will allow the teacher to keep track of students’ progress throughout the unit.
Assignments and exit tickets provide opportunities to assess students’ learning of content and skills throughout their completion of the project.
A rubric will provide structure and pre-determined criteria for the teacher and students to reference when completing evaluations for final presentations, group processes,
and self-contribution. An example rubric can be found at the following link: sample rubric.
How will these tools help you assess both team products and individual learning?
The exit tickets, other homework assignments (see timeline), and peer and self-evaluations completed by students will allow the teacher to assess individual learning. The
group check-in rubrics, daily debriefing sessions, and final presentation rubric will allow the teacher to assess group products as a whole.
How will you communicate project expectations (include specific examples)?
Project expectations will be communicated to students through the team contract and the entry document.
What evidence/artifacts will your students produce to demonstrate the desired learning? When will each of these products be due?
Students will demonstrate the desired learning through classroom activities. Examples of these are the sorting biomass and biofuel crops activity and the linear
programming activity. The due dates of these activities are located on the timeline.
How will students present their products to other stakeholders? How will they get feedback from these other stakeholders?
Instead of requiring students to use a particular presentation tool such as PowerPoint, students will be allowed to use any medium they choose to present their information in a way they deem appropriate. Some possible options include video, website, skit, PowerPoint presentation, etc. If students have trouble deciding which medium to use, we will talk to them about the different options available so that they can choose one that fits their style and purpose.
Students will get feedback from the teacher by the presentation evaluation rubric. They will also be able to gain feedback from the other stakeholders during the
discussion sections after each group’s presentation. The stakeholders involveded will be farmers and/or experts from the Indiana Biomass Energy Working Group
(found here http://extension.purdue.edu/renewable-energy/indiana-biomass-working-group.shtml) to come to the class and serve as a panel listening to student presentations. We will ask the experts to give students feedback on whether their presentations were reasonable in terms of biomass content and persuasive. We plan on emailing the Biomass Energy Working Group through Lynn West at [email protected] or Chad Martin at [email protected]. The individual farmers we contact would depend on the community we’re teaching in, but we would make an effort to find farmers who are involved in the community, perhaps parents of students in the classroom if possible.
See timeline for when students will be assessed. The answers to the following questions address how they will be assessed.
How will you provide feedback to the students to help them revise their projects and/or solutions? When will students have opportunities to get feedback on their products? How and when will this feedback be used to revise their products?
The teacher will provide feedback through class discussions. For example, this is seen in the best fit line activity. At home, students will finish this assignment and will discuss it the next day. As they talk about it, the teacher will be able to ask questions to students’ responses like “How did you get your answer?” or “Does your answer seem reasonable? Why or Why not?” (PBS TeacherLine, n.d., p. 1). This will allow students them to revise their projects and/or verify their understanding. In
addition, the teacher and students will provide feedback on the individual projects. This will be done on Friday of the first week. They will fill-out a form
to help the group understand what is good about the project and how it needs to be revised.
How will you assess students’ content knowledge, processes, and products (e.g., rubrics, checklists, presentations, exams)? Provide samples of the assessment measures you will use.
Content knowledge and group processes will largely be assessed during daily debriefing sessions and exit tickets. Debriefing will be a purely observational formal assessment. Exit tickets will be assessed on completion in a two-point system. Points will be allocated for each question students answer (one point per question). Rubrics will be used for final presentations, peer and self-evaluation, and the group check-ins at the end of week one.
How will these tools help you evaluate changes in students’ content knowledge, processes, skills, and products developed by the students?
During the debriefing sessions, students will have the opportunity to bring issues with group processes or their learning of the content to the attention of the teacher. The teacher will then have an opportunity to address students’ concerns during the debriefing session the following day. This will allow the teacher to keep track of students’ progress throughout the unit.
Assignments and exit tickets provide opportunities to assess students’ learning of content and skills throughout their completion of the project.
A rubric will provide structure and pre-determined criteria for the teacher and students to reference when completing evaluations for final presentations, group processes,
and self-contribution. An example rubric can be found at the following link: sample rubric.
How will these tools help you assess both team products and individual learning?
The exit tickets, other homework assignments (see timeline), and peer and self-evaluations completed by students will allow the teacher to assess individual learning. The
group check-in rubrics, daily debriefing sessions, and final presentation rubric will allow the teacher to assess group products as a whole.
How will you communicate project expectations (include specific examples)?
Project expectations will be communicated to students through the team contract and the entry document.
What evidence/artifacts will your students produce to demonstrate the desired learning? When will each of these products be due?
Students will demonstrate the desired learning through classroom activities. Examples of these are the sorting biomass and biofuel crops activity and the linear
programming activity. The due dates of these activities are located on the timeline.
How will students present their products to other stakeholders? How will they get feedback from these other stakeholders?
Instead of requiring students to use a particular presentation tool such as PowerPoint, students will be allowed to use any medium they choose to present their information in a way they deem appropriate. Some possible options include video, website, skit, PowerPoint presentation, etc. If students have trouble deciding which medium to use, we will talk to them about the different options available so that they can choose one that fits their style and purpose.
Students will get feedback from the teacher by the presentation evaluation rubric. They will also be able to gain feedback from the other stakeholders during the
discussion sections after each group’s presentation. The stakeholders involveded will be farmers and/or experts from the Indiana Biomass Energy Working Group
(found here http://extension.purdue.edu/renewable-energy/indiana-biomass-working-group.shtml) to come to the class and serve as a panel listening to student presentations. We will ask the experts to give students feedback on whether their presentations were reasonable in terms of biomass content and persuasive. We plan on emailing the Biomass Energy Working Group through Lynn West at [email protected] or Chad Martin at [email protected]. The individual farmers we contact would depend on the community we’re teaching in, but we would make an effort to find farmers who are involved in the community, perhaps parents of students in the classroom if possible.
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