by the end of pbl 101, you will have started planning a project by:
DESCRIPTION
By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above. TRADITIONAL ASSESSMENT. CONTENT. - PowerPoint PPT PresentationTRANSCRIPT
By the end of PBL 101, you will have started planning a project by:
O Understanding “Main Course” PBL
O Generating a Project Idea
O Refining a Driving Question
O Balancing Assessment Strategies
O Gathering Tips for Managing Projects
O All of the Above
TRADITIONALASSESSMENT
CONTENT
21st CENTURY SKILLS
Authentic assessment
Involve Everyone
“Real World” (Problem/Task & Context)
Emphasize Quality (relevant and rigorous)
Transparency of Tools
Assessor & Assessee Interactions
Standards
Formative and summative
Continuum of assessment
Daily Homework
Weekly Quiz Lab Informal assessment
Early milestone Journal Self-reflection Preliminary plans Group process report
Mid-project milestone Essay Mini-Presentation Model Storyboard Blueprint
End of project Exhibition Completed artifact Oral presentation Defense before a panel Unit Test
FORMATIVE SUMMATIVE
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
Checklists v. Rubrics
KITTY KARRIER PROJECT REQUIREMENTS
☐ Low Cost Materials
☐ No Metal Parts
☐ Fit Underneath Seat on Plane
☐ Open & Close Access
☐ Comfortable & Breathable
☐ Rigid Structure
KATEGORIES Not Yet Almost There Good to Go Wow!
Cost of Materials
Specifications
Aesthetics
INDIVIDUAL
GROUP
Best practices in assessment
Create rich descriptors of criteria for your rubrics
Provide students with assessment criteria from the start
Provide exemplars of quality work (?)
Capture process as well as product (e.g., work folders)
Weight later performances (P21 Skills)
Disaggregating data
And, as a school...
Use common, calibrated rubrics school-wide
Rubrics & Grading in PBL
• A rubric for each major product in project
• Separate rubrics (or rows) for content knowledge/skills and 21st century skills
• Checklists and rubrics – there is a big difference
Provide a tool for precise feedback
Increase fairness while decreasing grading time (create rich descriptors for criteria)
Weigh individual grades more heavily than group grades
BelowStandard
11.9.7
Student does not examine the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
AtStandard
Student examines the relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.
AboveStandardStudent thoroughly analyzes and evaluates relations between the United States and Mexico in the twentieth century, including key economic, political, immigration issues.
11.11.1
Student accurately discusses the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
Student thoroughly analyzes the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society in both positive and negative directions.
Student does not accurately discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society.
Standards-based Rubric Design tip
Project Management Deliverables
PowerPoint storyboard
Exhibit planning guide
Concept maps
Website map
Audience planning guide
Learning logs
Refine a Driving Question
Determine Culminating Products
Create an Entry Event*
Draft a project rubric
Next steps
PROJECT PACKET
o Team Rostero Project Calendaro Rubric & Assessmentso Checklist of Requirementso Templates for contracts, lists, etc.o Presentation/Exhibition Scheduleo Resource List
Entry Event
Create Need to Know list
Project teams announced
Discussion of expectations for teamwork
First team meeting: team-building activity, contract, initial task list
MONDAY
planning
Review Standards
Write/Refine the Driving Question
Write/Refine/Find the Project
Describe Student Products (demonstration of understanding)
Create an Engaging Entry Event
Meet with your team; get some help
Create master project calendar for school
Day 0
Smooth move
Stage ExhibitionConduct Summative AssessmentIndividual Defense – take the time!
Followed by…
Structured ReflectionPeer Evaluation (Collaboration Assessment)Self Reflection of Learning OutcomesAssignment of Bonuses/RewardsProject Debriefs
“LASTDAYS”
Reflect on process and outcomes
Student performance tied to driving question and standards
Student engagement
Clarity of instructions
Clarity of process
Clarity of evaluation
Begin with the end in mind
Craft the Driving Question
Plan the Assessment
Map the project
Manage the process
Refine Project Idea & Driving Question
Create Project Calendar
Design Project Materials • Entry Event• Guidelines
Draft a project rubric
Next steps