For the school year of 2016-2017 I changed my way of assessing my high school classes. I made this decision because tests seemed to not really assess my students. They would not study, rather they would just take it and hope for the best. If they didn't do well they would just ask to retake. Again they would not study for the retake, but would just hope for a better score. This, in my opinion, was just not working for anyone, including me. So in order to meet my students needs I decided an end project would require students to put in more effort than just taking a test. After doing a couple of projects and making some tweaks I found that many students were taking the project more seriously than a test. I also realized that projects accommodated differences in how students learn based on knowledge of individual's social, emotional, and intellectual maturation. Each project I get is different, and showcases the the unique thinking processes of each learner. Below are examples of 2 projects for different classes.
The slideshow below was created for an earth science class. This was a 9th grader, which makes up the majority of my earth science classes. Students were asked the question how is climate change affecting Alaska? In class we had talked about climate change, so I wanted students to relate what they had learned to their lives. Below is the slideshow is the rubric I used to grade students for this project.
The slideshow below was created for an earth science class. This was a 9th grader, which makes up the majority of my earth science classes. Students were asked the question how is climate change affecting Alaska? In class we had talked about climate change, so I wanted students to relate what they had learned to their lives. Below is the slideshow is the rubric I used to grade students for this project.
This second project was for my physical science class. This class is using taken during a students 11th grade year. In this project students were not asked a question but were asked to create a device that used all 6 simple machines. Then they were asked to explain each simple machine and how it was useful in their project. On the right is the rubric I used to grade this project. There are a few other parts that the students included but I do not have a copy to show. The parts not included are the planning parts.
Goal 2: Educators understand how human development affects learning and apply that understanding to practice.
SOE Goals
a. identify ways students’ developmental levels affect their thinking processes and learning (K)
b. accommodate differences in how students learn based on knowledge of individual's social, emotional, and intellectual maturation. (S)
c. demonstrate and appreciate the unique thinking processes of learners during different stages of development. (D)
ISTE Standards (NETS-C)
2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered assessment tools to address the diverse needs and interests of all students
SOE Goals
a. identify ways students’ developmental levels affect their thinking processes and learning (K)
b. accommodate differences in how students learn based on knowledge of individual's social, emotional, and intellectual maturation. (S)
c. demonstrate and appreciate the unique thinking processes of learners during different stages of development. (D)
ISTE Standards (NETS-C)
2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards
2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered assessment tools to address the diverse needs and interests of all students