Assessments
SUMMATIVE ASSESSMENT
The summative project will use the RAFT model (Miller, 2011) to allow students choice and voice in their final product. Students will choose a Role that they would like to take on as an individual and as a group, such as journalist, blogger, activist, media specialist, or educator. They will need to identify the Audience related to their role (general public, peers, students, voters, etc.) Finally, students will also choose a Format for their project to complement their role and audience such as a web site, blog, social media campaign, podcast, community event, or learning materials. The Topic is climate change. The Climate Change Final Project Rubric will be used to assess their process and final product by the instructor. Students will also use this rubric to peer review each others' projects and their own during revisions and at least one formative assessment by the instructor. An additional rubric will address contribution and collaboration within teams.
The summative project will use the RAFT model (Miller, 2011) to allow students choice and voice in their final product. Students will choose a Role that they would like to take on as an individual and as a group, such as journalist, blogger, activist, media specialist, or educator. They will need to identify the Audience related to their role (general public, peers, students, voters, etc.) Finally, students will also choose a Format for their project to complement their role and audience such as a web site, blog, social media campaign, podcast, community event, or learning materials. The Topic is climate change. The Climate Change Final Project Rubric will be used to assess their process and final product by the instructor. Students will also use this rubric to peer review each others' projects and their own during revisions and at least one formative assessment by the instructor. An additional rubric will address contribution and collaboration within teams.
FORMATIVE ASSESSMENT:
Multiple formative assessments will be used throughout the project for the purposes of clarification and revision to ensure knowledge is comprehensive, accurate and reflected in the final product. Quizzes, short response reflection questions, exit slips and other formative assignments are embedded in activities specifically designed for knowledge acquisition (see Project Timeline). Formative assessments may be embedded in an LMS, Edmodo, Google forms or other digital method to provide immediate feedback and improve self-pacing. Revision and reflection will also be addressed through a planning map, checklist, drafts, peer reviews and self-evaluation using the Assessing and Guiding Team Projects below.
Multiple formative assessments will be used throughout the project for the purposes of clarification and revision to ensure knowledge is comprehensive, accurate and reflected in the final product. Quizzes, short response reflection questions, exit slips and other formative assignments are embedded in activities specifically designed for knowledge acquisition (see Project Timeline). Formative assessments may be embedded in an LMS, Edmodo, Google forms or other digital method to provide immediate feedback and improve self-pacing. Revision and reflection will also be addressed through a planning map, checklist, drafts, peer reviews and self-evaluation using the Assessing and Guiding Team Projects below.
Formative Assessments
Formative assessments are embedded in the Project Timeline (see Project Timeline)including reflection/exit slip questions and aligned to each question cluster and learning activity. Below are examples of different types of formative assessments. Quiz Question Cluster: What is climate change? How is it different than global warming? How is it different than weather? |
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2 Exit Slips and Quiz
Question Cluster: What is the relationship between atmospheric carbon dioxide and the earth's climate? How is carbon cycled through the biosphere? How is the greenhouse effect related to the earth’s climate? How have carbon dioxide levels in the atmosphere changed over time? How has the earth’s energy and temperatures changed over time?
Question Cluster: What is the relationship between atmospheric carbon dioxide and the earth's climate? How is carbon cycled through the biosphere? How is the greenhouse effect related to the earth’s climate? How have carbon dioxide levels in the atmosphere changed over time? How has the earth’s energy and temperatures changed over time?
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Student jigsaw with mini oral reports in pairs
Question Cluster: Why does climate change matter? What changes are we currently observing in climate patterns?
How do scientists study climate? What types of data and tools are used by climate change scientists? How do they collect data now and from the past? How do they use models to predict future impacts?
Question Cluster: Why does climate change matter? What changes are we currently observing in climate patterns?
How do scientists study climate? What types of data and tools are used by climate change scientists? How do they collect data now and from the past? How do they use models to predict future impacts?
Resources:
Miller, A. ( 2011). Criteria for Effective Assessment in Project-Based Learning|Edutopia. Retrieved 20 February, 2015 from http://www.edutopia.org/blog/effective-assessment-project-based-learning-andrew-miller
(2014). 21st Century Skills Map – Project Management for Learning | PMI Educational FoundatioPMI Educational Foundation Retrieved February 22, 2015, from http://www.p21.org/storage/documents/Skills%20Map/Project_Management_Skills_Map_Final.pdf.
Miller, A. ( 2011). Criteria for Effective Assessment in Project-Based Learning|Edutopia. Retrieved 20 February, 2015 from http://www.edutopia.org/blog/effective-assessment-project-based-learning-andrew-miller
(2014). 21st Century Skills Map – Project Management for Learning | PMI Educational FoundatioPMI Educational Foundation Retrieved February 22, 2015, from http://www.p21.org/storage/documents/Skills%20Map/Project_Management_Skills_Map_Final.pdf.