Intel®
Teach Elements:
Assessment in 21st
Century Classrooms
Action Plan: Pitogo, Gee Rianne B.
Instructions:
Ctrl+click (or Command+click on the Mac* or click
for Microsoft Word 2007*) any of the activity names in the Contents to go
directly to that section. Type your personalized Action Plan details in the
sections indicated.
Estimated Time: 15 minutes
In what ways do you consider
yourself a 21st century teacher? Describe how you:
·
Collaborate with other teachers
·
Use technology in your classroom
·
Act as a facilitator of your students’ learning
·
Use multiple forms of assessment for content and
21st century skill development
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I consider myself as a 21st century
teacher as I do the following: I am open for suggestions in my daily lessons
and I ask for the other teacher’s opinions for me to be able to generate more
ideas and facilitate the learning well. The use of different ways of
presenting the lesson and other current trends in presenting the new lesson.
As a facilitator of the student’s learning, I act as a leader, communicator
and a proactive teacher.
As a 21st century teacher, the use of the
assessment methods is also an important factor to know and measure what
students have learned and diagnose the difficulties that they undergo.
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Estimated Time: 15 minutes
In the chart, record
your current assessment practices and how you would like to change your
assessment practices.
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Current Assessment Practices
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Changes to Assessment Practices
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Paper and Pencil test
Essays
Portfolio
Projects
Final Exams
Article Review
Individual Project
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I would like to give
more emphasis to the skills that are in lieu to the given task or to the
lesson. I don’t want to rely fully in paper and pencil test because learning
cannot be fully measured by that way only. Research, Computer simulations and
exercises, laboratory work, problems to solve, reflective learning statements,
self and peer assessment, journals, demonstration, field reports, teacher
observations are just part of the ways where I can assess the children not
just in one aspect only but in many areas of learning.
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Estimated Time: 20 minutes
- Consider the units you teach.
- List units where you explicitly teach,
or would like to teach, 21st century skills.
- For those units, list the technologies
you use or would like to use.
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Unit
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21st Century Skills
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Technology
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FILIPINO
Magagalang na Salita
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Communicating
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Powerpoint
Presentation
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SCIENCE
Feeding
Interrelationships in an Ecosystem
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Critical Thinking
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Powerpoint
Presentation
Video Presentation
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ENGLISH
Perceiving
Relationships
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Collaborating
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Video Presentation
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MATHEMATICS
Reading and Writing
Money Value through 100
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Initiative
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Powerpoint
Presentation
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SIBIKA
Mga Bahagi ng Mundo
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Critical Thinking
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Video Presentation
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MAPEH
Physical Health
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Productivity
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Video Presentation
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Lesson 3: 21st Century
Assessment Practices
Estimated Time: 10 minutes
How does formative assessment benefit your classroom? What
kinds of changes would you need to make in your assessment practices to include
more formative assessment?
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When
incorporated into classroom practice, the formative assessment process can
help the classroom by providing information needed to adjust teaching and
learning while they are still happening. The process serves as practice for
the student and a check for understanding during the learning process. The
formative assessment process guides also the teachers in making decisions
about future instruction.
Few samples
of strategies in incorporating the formative assessment is through
discussions, learning or response logs, peer/or self-assessments, think-pair-share
and four corners.
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Estimated Time: 10 minutes
Based on your understanding
of assessment, what assessment goals
would you like to set for yourself during this course, month, or school year?
Write your goals. Some examples include:
·
Choose
21st century skills to focus on during a particular unit or project
·
Use
formative assessment strategies in my classroom
·
Add
21st century skills to my rubrics
·
Use
additional assessment instruments to assess
·
Have
students assess themselves and their peers
·
Distribute
rubrics before and during the project
·
Use
journals and/or observations to assess
My assessment
goals:
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Input the responsibility for environmental, economic,
social, and personal concerns in lessons
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Give exercises on thinking through reasoning,
creating and reflecting
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Integrate information and real-life experiences
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Include learning logs and learning contracts
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Estimated Time: 10 minutes
Reflect on your current use of rubrics in your classroom.
How might you use rubrics in new or different ways to
improve your students’ learning?
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For me, using rubrics is also an efficient way of justifying
the grades to be given to the students. It makes the expectations clear. Using rubrics allow students to know which
points are to be developed or to target in order to know what really counts
in a project, assignment, essay and others. In using rubrics, students can
know the quality of their performance in an activity with the use of several
descriptions. Rubrics also provide an informative way of providing feedback.
Rubrics should be simple and direct to the point.
Providing the students a copy of the rubrics before the activity and letting
them rate their own performance according to the rubric given may also let
them reflect on their work.
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Module 2: Assessment
Strategies
Lesson 4: The Assessing Projects Library
Estimated Time: 20 minutes
Explore
the rubrics shown in the table or in the Assessing Projects library.
Select and save at least one product or performance rubric and at least one 21st
Century skill rubric to your Course Folder or to your Personal Library if using
Assessing Projects. Describe how and
when you would use each assessment.
Product or Performance Rubric name:
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Lab Activity Performance Rubric
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How I will use the rubric:
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I will use it in assessing my students’ lab
performance which I regularly them to make at the end of every chapter and
Unit
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21st Century Skill Rubric:
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Creativity and Problem solving Rubric
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How I will use the rubric:
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The rubric will be used to evaluate the product-based
and performance-based tasks of my students which I will give my students. With
that I can see how well my rubrics are carried out in classroom learning.
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Estimated Time: 10 minutes
Reflect on your learning in
this module.
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In this module I have now know how to use multifarious
assessments in a variety of ways in my classroom. The 21st Century Skills Rubrics
will be very useful in setting my goals and expectations to my students and
assessing their progress. I have also
learned how to make my rubrics more useful to my students in helping them
assess their own progress. I learned
that rubrics are NOT limited to just being a tool to assign grades for
projects.
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Estimated Time: 20 minutes
Describe
how you might integrate assessment methods as part of classroom activities.
- Graphic Organizers
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Graphic Organizers provide a means of learning or
understanding the better way. I can integrate these things as a part of my
English classes used to structure their writing, in Mathematics to help them in
problem solving, decision-making studying. In some ways GOs can be of help in
planning research and brainstorming in the students group tasks.
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- Journals and Learning Logs
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Students have the potential to reflect and write upon
their learning experiences. I can let my students write a daily account of
their performance or an assigned task and provide the necessary feedbacks to
their reflection.
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- Discussions
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As a teacher, I can let my students have the
potential to verbally present information obtained through research/ library
works. In turn, I can also provide a feedback according to the data they have
gathered. If their newfound information are true or not.
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- Products and Performances
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There are so many ways on integrating products and
performances method of assessment in the classroom. By the means of
portfolios and practical examinations, I can do a multi-dimensional way of reflecting
on various aspects of student’s learning processes. Demonstrations can also
be a way of my students correct the way of doing things as I observe and rate
them as they perform the skills required for a certain activity.
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Module
3: Assessment Methods
Estimated Time: 20 minutes
Describe how you might include each assessment method in
your classroom.
- Observation
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Teacher observation can be of two types: incidental
and planned.I can include the process by observing during ongoing activities
of teaching and learning and the interactions between teacher and students.
Through the use of direct record that keeps a trace of the event (e.g.
picture and video) during a speech, dramatic presentation or group activity or
a practical task. In a written record, I can take document through an
observation sheet or logbook (diary of events).Without prejudice and
discrimination, the process shall be considered as successful.
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- Peer Assessment
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Peer assessment is an important tool in providing
quality feedback that can be provided from several different individuals,
instead of relying upon a single instructor. This assessment method can be
used through pairing the students and letting them evaluate each other. It
can also be done through letting the students assess their group mates anonymously.
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- Self-Assessment
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Self-assessment in a form of journal or diary. It can
be done as a daily basis for English subjects and other related disciplines.
Journal or diaries provide a way for the teachers to know the happenings in
the life of their students. In this matter, I can also remedy and provide a
feedback to my students.I can also suggest for improvement of my students.
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- Student-Teacher Conferences
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Discussions can be also a good way of verifying the
information that is instilled in students. A firsthand experience of learning
is done in this process. Individual learning is observed and specific individualized
questions are answered. This method can be applied in individual projects in
different subjects.
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Estimated Time: 30 minutes
Explore
the assessment instruments (rubrics and checklists) shown in the table or in
the Assessing Projects library. Select and save any that you would like
to use or adapt for your classroom. Note how and when you might use the
assessments.
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Assessment
Instrument
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When
and How I Will Use
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Journals
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In the lesson of subject-verb agreements for the English subject,
this method can be done in order to reflect the student’s learning and way of
constructing sentences. As a teacher, I can provide feedbacks to my student
regarding on the task.
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Portfolios
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When I am teaching language arts unit on descriptive writing,
which includes goals related to vocabulary use, sentence structure, and grammar.
Attainment will be assessed, in part, by the writing of a descriptive
paragraph. I could give a test requiring the students to provide word
definitions or identify sentences that are written correctly or incorrectly.
However, paragraph writing is a test of their application of the skills
taught, not just their knowledge.
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Teacher-Student Conferences
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In Science subjects, conferences can be used to present the
student’s investigatory projects. The conference is the ideal
space for students to talk about the task as a whole and to focus on the
critical thinking and organizational skills.
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Module
3: Assessment Methods
Estimated Time: 10 minutes
Reflect on how implementing
what you have learned in this module might change your classroom.
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Learning various assessment strategies can be a lot
of exhausting as to dealing with the different types of learners I will have
as a future educator. But at the same time, gaining knowledge of how and when
to use the assessment strategies can be rewarding too. I can benefit from
them when I apply those I learned in my classroom. I don’t want to retain a
classroom where paper and pencil test form of assessment is just the regular and
monotonous way of assessing my students. As a 21st century
teacher, I should also adapt to the current trends in teaching. The things
that I learned in this module can change the way for the better of how I deal
with classroom teaching and learning.
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Estimated Time: 20 minutes
In this module, focus on a single project as you complete
each Your Turn activity. Note that the planning steps build on each other.
Choose standards and write objectives for your unit.
Remember to write objectives that tie to targeted standards, are measurable,
and incorporate 21st century skills.
Unit/Project: Interrelationship in
the Ecosystem
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Targeted
Standards
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Objectives
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Feeding
Interrelationships among living organisms
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Create
a food chain that exists in different ecosystems.
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Interdependence
of plants, animals for gasses
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Select and construct an environmental cycle using computer
presentation tools.
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Disruption
of Ecosystem
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Generate
a video clip depicting the disruption of the ecosystem and how humans address
the problems associated with the disruption
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Addressing
the problems of disruption
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Estimated Time: 20 minutes
Create an Assessment Timeline
for your project. Remember to plan assessments throughout the project that meet
all five purposes:
·
Gauging Student Needs
·
Encouraging Collaboration and Self-Direction
·
Monitoring Progress
·
Checking Understanding and Encouraging
Metacognition
·
Demonstrating Understanding
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Assessment Timeline
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Before project
work begins
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During project work
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After project work
is completed
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· Journals regarding the process and the student’s progress of the
activity.
· Brainstorm and discussion
· Presentation rubric
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· Collaborative assessment
· Student teacher conference
· Reflective journal rubric
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· Discussion Questions
· Group leadership rubric
· Presentation rubric
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Estimated Time: 20 minutes
To complete your Assessment
Plan for your unit, develop a table of assessment strategies that aligns to the
Assessment Timeline you created in Activity
2.
As you think through the
purpose and process for each assessment, you may need to modify your Assessment
Timeline to best meet each of your goals and objectives.
You may want to review the Guiding Questions document in the Module 4 section of the Resources tab to help you write your
Assessment Plan.
Table of Assessment Strategies
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Assessment
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Process and Purpose of
Assessment
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Questioning
and Brainstorming
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I ask
my students how well they know the characteristics of the ecosystem before
the unit begin and draw connections to real life situations.
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Worksheets
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This way, I can help my students be guided on their
research about the interrelationships of organisms in environment and verify
the facts.
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Project
Journal
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Journal
entries serve as guides in response to progress of the student. It can serve
also as a record of the student’s new learning and reflection of their
thinking during the time that they conduct the task.
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Peer
Feedback
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Students review each others’ writing and give structured
feedback. Use to help monitor group process.
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Estimated Time: 30 minutes
1.
Adapt a rubric or checklist that you selected in
Module 2, Lesson 4, Activity 2 or Module
3, Lesson 5, Activity 1. Use Assessing
Projects to adapt an assessment in your personal library, or modify an
assessment in your Course Folder using a word processor.
2.
Describe how you adapted the assessment and how
you will use it in your classroom.
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The assessment I adapted was the Critical Thinking
assessment. Students need to be able
to think critically when doing almost anything related to science. Aside from thinking critically, students
must also relate the theories learned in science classroom to the outside
world.
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Estimated Time: 10 minutes
Reflect on your learning from Module 4 and record your
reflections.
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This module helped me to dig in deeper at the result of
what I want from the students. The
outcome is not about the physical piece or the product itself but what skills
they attain in the process and the content that is mastered. I now realized that
it’s easy to utilize assessments into and throughout my teaching. I will have a lot more meaningful data to
guide the pacing of my instruction.
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Activity
1: Increased Student
Responsibility (Optional)
Estimated Time: 15 minutes
Considering your students and
their experiences with peer assessment, what concerns do you have about
transitioning them to be successful assessors? List your concerns and brainstorm
solutions.
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Concerns
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Solutions
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Students being to harsh on giving comments and
subjective towards assessing tasks
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Demonstrate the way of giving objective and effective
feedback when tasks. Let the students
see examples of previous projects and samples of graded rubrics.
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Students and peer assessments
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Motivate students to become active listeners and help
them understand this very important skill of listening. Once they give their peers an opportunity
to give objective feedback, they will gain respect of the valuable
contribution it can make in the success of future assigned tasks.
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Students’ lack of adequate ability /interest in
providing helpful feedback during peer review.
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Present students with rules/guides for peer review.
Model appropriate behavior for giving reviews.
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Module
5: Assessment in Action
Lesson 1: Student Roles
in Assessment
Activity
2: Peer
Feedback
Estimated Time: 30 minutes
1.
Review the Tips
for Student Feedback document.
2.
Create a resource to support or scaffold peer assessment,
such as a checklist, presentation, tips sheet, dialog for modeling, and so on.
You may modify any of the resources you viewed in this activity for use in your
own classroom. Consider using collaboration and self-direction resources from
the Assessing Projects library as
well.
3. Describe
how you will use the support material.
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I will demonstrate first how to give constructive
feedback for their peers. Showing them the proper way of giving constructive
criticisms will foster respect and self-esteem to change for the better. I
will include a rubric and indulge them in practice grading.
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Estimated Time: 30 minutes
1.
Review the Metacognition
document.
2.
Consider the resources you could use to support
self-assessment and metacognition in your classroom. Identify an assessment
instrument you have already created, modify any of the samples you have viewed,
or use the Assessing Projects application
to create one.
3. Describe
how you will use the support material.
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In metacognition, which is thinking about thinking,
students can have an in-depth knowledge of what and how they learn. I will
use the support material by letting my students write notes from observations
and interactions with individuals and groups and from the conferences provide
documentation for final assessment.
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Lesson 3: Assessment
Management
Activity 1: Assessment Management Strategies
Estimated Time: 15 minutes
1. Describe
how you will organize and track student assessment data.
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I will systematize and follow student assessments
using printed off rosters to track milestones and have the students use self
checklists. The conferences and class should lead me into anyone who needed
help.
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2. Describe
how you will help your students organize their assessment data.
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I will help my students organize their data through
the use of modeling, rubrics, checklists, observation and brainstorming.
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Estimated Time: 15 minutes
What assessment activities do
you want to routinely occur in your classroom? What technology do you think
could help support those activities?
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Routine Assessment
Activities
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Technology
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Performance-based assessment
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Computer, LCD projectors and television
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Journal
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Computer, laptop, tablet
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Peer Feedback
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Computer and television
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K-W-L for the day Chart
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Computer, LCD projector
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Reflection
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Computer, LCD projector
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Module
5: Assessment in Action
Lesson 4: Use of
Assessment Data
Activity 2: Reflection and Goal Setting
Estimated Time: 15 minutes
Review your ideas for
tracking and organizing student assessment data from Module
5, Lesson 3, Activity 1. How will you and your students use the
information from the assessment data?
1.
Consider how students can use the assessment
information to:
- Reflect on their learning
- Modify their goals or actions
- Revise their work
- Build on their 21st century skills, and so on
Describe what you will have
your students do with the assessment data they collect and organize.
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The data they collect and organize will be used to advance
the quality of their work. It will
also cause them to have self-esteem in independent and group work.
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2.
Determine how you will use the assessment data
to:
- Modify instruction
- Determine proficiency
- Plan future units, and so on
Plan how you will use student
assessment data that you organize and track.
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The formative assessments will help me to clarify
identify the areas needed supplementary teaching, re-teach or restructure
classroom activities. Student assessment data shall be recorded and be
reviewed for the purpose of feed backing and guidance of student’s progress.
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Module
5: Assessment in Action
Lesson 5: Grading in a
21st Century Classroom
Activity 2: Grading Systems (Optional)
Estimated Time: 10 minutes
What strategies will you use
to assign grades to student work and processes?
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I will use the things that I learned in making rubrics
and systematic checklist for my students to perform and show their potential
that can develop their attitudes toward learning and intellectual learning
itself. Making them express themselves with no limits can lead to acquiring self-esteem
and motivation to do tasks.
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Estimated Time: 10 minutes
Reflect on the learning from
this module.
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In this module I have learned some strategies and
tools to help me have the students do more constructive in peer assessments. I
want to incorporate them in my practice teaching so that I could also see a
firsthand result of the theories that I studied in my 3 years of study.
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Estimated Time: 20 minutes
Revisit the goals you set for assessment in your classroom
from Module 1, Lesson 4, Activity 1.
Write about your progress toward those goals.
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I tackle about the input of the responsibility for
environmental, economic, social, and personal concerns in lessons, giving
exercises on thinking through reasoning, creating and reflecting, integrating
information and real-life experiences and including learning logs and learning
contracts. I cannot talk of goals yet because I have not yet applied these
things in my classroom.
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What new goals do you have for assessment in your 21st Century
classroom? What goals do you have for your students?
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For me, using more technology may be a problem for my
students with lower socioeconomic status.
But there are 21st century skills we can work on. Such as Learning Skills-critical Thinking, creative
Thinking, collaborating, communicating. Literacy Skills such as, information literacy,
media literacy, technology literacy, and Life Skills such as flexibility, initiative,
social Skills, productivity, and leadership. Students can be better critical
thinkers if they are exposed to a variety of technologies today.
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