EDTECH 542: Week Four Reflections

Effective Assessments

There are a number of key principles identified for the development of effective assessments for Project Based Learning (PBL). These principles focus on student centered assessments that involve student participation in the assessment process and may include student created assessments. (This link “Key Principles” as given by my Instructor in EDTECH 542 will provide an overview of key principles of assessment) When looking at the assessments that I have planned for my PBL project I can use these key principles to help me evaluate and refine my assessment plan. My assessment plan is made up of six formative assessments and two summative assessments. These assessments can be seen in my Project Assessment Map:

I believe that I have provided a number of assessments both formative and summative that meet the criteria for the key principles of effective assessments. I will use the Key Principles outlined by the organization “What Kids Can Do” to evaluate my assessments.

Assessment is for Students

Each formative assessment has relevance for each student as they provide the framework and foundation for successful completion of the final project and summative assessment. The formative assessments will allow mastery of content and skills to help them gain confidence in the creation and presentation of their final product. These assessments allow for opportunities for student ownership by allowing them to create two of the assessments and do ongoing self and peer evaluations.

Assessment is faithful to the work students actually do.

The formative assessments evaluates the ongoing learning process of what students are learning as they progress through the project. The science notebook, self evaluations, and concept map allow for ongoing discussion and reflection on the learning process that is directly related to the summative assessment. Students should show improvement and growth through the collaborative process of completing portions of the formative assessments.

Assessment is public

The rubrics provided for each assessment are presented to the students from the beginning and the students are able to use them to evaluate their progress and success. Students will create the assessment criteria for two of the formative assessments through class discussion allowing for class input in the assessment process. Students will be evaluating peers weekly during the project and the final presentation will be presented to an audience of peers within the school.

Assessment promotes ongoing self reflection and critical inquiry.

Through class discussions, the  introduction of formative and final assessment rubrics, teachers and students can discuss and reflect on what needs to be done to achieve desired project outcomes. The 21st century skills developed during the project reflect real world application.

As I progress through the project I will need to allow for class discussion and feedback of the assessment to allow students to take ownership of the evaluation process and make adjustments as needed. I may need to modify and change standards of assessment as students develop their projects. Student input and teacher observation may make these changes more prominent as time goes on.