Talbert+Middle+School

=Talbert Middle School= Who is the Strongest Student?

Intel® Teach Elements: Assessment in 21st Century Classrooms Action Plan: _______________________

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.

Table of Contents

Module 1: 21st Century Learning 3 Lesson 1: 21st Century Classrooms 3 Activity 1: Roles in the 21st Century 3 Activity 3: Evolution of Assessment Practices 3 Lesson 2: 21st Century Skills in the Classroom 5 Activity 3: 21st Century Skill Selection (Optional) 5 Lesson 3: 21st Century Assessment Practices 7 Activity 1: The Role of Formative Assessment 7 Lesson 4: Module Review 7 Activity 1: Module Summary 7 Module 2: Assessment Strategies 9 Lesson 3: Focus on Rubrics 9 Activity 3: Rubric Development 9 Lesson 4: The Assessing Projects Library 9 Activity 2: Assessing Projects Application 9 Lesson 5: Module Review 10 Activity 1: Module Summary 10 Module 3: Assessment Methods 10 Lesson 1: Assessment and Instruction 10 Activity 2: Instructional Activities as Assessment 10 Lesson 3: Classroom Conferences 11 Activity 3: Example Conferences 11 Lesson 5: Assessment Instruments 11 Activity 1: Overview of Assessment Instruments (Optional) 11 Lesson 6: Module Review 12 Activity 1: Module Summary 12 Module 4: Assessment Development 12 Lesson 1: Important Learning Goals 12 Activity 2: 21st Century Skills Objectives 12 Lesson 2: Assessment Plan 13 Activity 2: Effective Assessment Timelines 13 Activity 3: Assessment Methods and Purposes (Optional) 14 Lesson 3: Assessment Instruments 15 Activity 3: Rubric and Checklist Adaptation 15 Lesson 4: Module Review 15 Activity 1: Modules Summary 15 Module 5: Assessment in Action 15 Lesson 1: Student Roles in Assessment 15 Activity 1: Increased Student Responsibility (Optional) 15 Activity 2: Peer Feedback 16 Lesson 2: Self-Assessment 16 Activity 2: Supporting Metacognition (Optional) 16 Lesson 3: Assessment Management 17 Activity 1: Assessment Management Strategies 17 Activity 2: Assessment Routines (Optional) 17 Lesson 4: Use of Assessment Data 18 Activity 2: Reflection and Goal Setting 18 Lesson 5: Grading in a 21st Century Classroom 19 Activity 2: Grading Systems (Optional) 19 Lesson 6: Module Review 19 Activity 1: Module Summary 19 Course Wrap-Up 20 Summary 20 Activity 1: Course Reflection 20

Module 1: 21st Century Learning Lesson 1: 21st Century Classrooms

Activity 1: Roles in the 21st Century 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

I am definitely a 21st century teacher. I constantly collaborate with my fellow teachers on lesson plans, new ideas, behavior modifications and assessments. Although we no longer have a PLC, we find time after school, before school and at lunch to collaborate and share ideas. In my classroom I use the ELMO to show pictures and diagrams from the book. I show video clips and Powerpoints through the projector in my classroom. I do try to get my students to be independent learners that have self control and can be trusted to do their work. I try to have them collaborate whenever possible and to learn how to reflect on their own learning. I do this through different hands on and project based activities in the classroom. I think students learn in multiple ways and try to use a variety of lessons when teaching the curriculum. I do use multiple types of assessments. I use pre-assessments to see how much students know, coming in to the lesson. I use quizzes to understand how much students are learning throughout the chapter. I try to use picture vocabulary whenever possible. I also look at homework and their lab activities to see how much they are learning. I try to have a final assessment to see how well students learned the material throughout the entire chapter. We typically use common assessments to see how students are doing across the grade level. We also reflect in our PLC’s to look at what strategies are working for certain teachers and to reflect on what we can improve on.

Module 1: 21st Century Learning Lesson 1: 21st Century Classrooms

Activity 3: Evolution of Assessment Practices Estimated Time: 15 minutes

In the chart, record your current assessment practices and how you would like to change your assessment practices.

Current Assessment Practices Changes to Assessment Practices

Pre-Assessments at the beginning of the chapter. Quizzes throughout the chapter. Chapter tests at the end of the chapter. Assessments through the verbal questions throughout each days lesson. Students also create raps, poems and songs about different topics. I am interested in students keeping learning logs. I would also like students to do a 3 minute summary through different techniques at the end of each lesson. I have been incorporating more options for students to create Powerpoints and videos, which they then present to the class.

Module 1: 21st Century Learning Lesson 2: 21st Century Skills in the Classroom

Activity 3: 21st Century Skill Selection (Optional) Estimated Time: 20 minutes

1. Consider the units you teach. 2. List units where you explicitly teach, or would like to teach, 21st century skills. 3. For those units, list the technologies you use or would like to use.

Unit 21st Century Skills Technology

Atoms

It is very difficult to teach students about matter and the different parts of an atom. I like to have students create a picture out of dots to show that when all the dots (atoms) are put together, they form an object. This is how I make the connection to real life. Creativity I can present a Powerpoint on the layouts of atoms. I will also use the ELMO to show students the “Atoms Family” song. The computer will play the music while we are singing.

Acids & Bases

Students will work in collaborative groups to look at whether substances are acids and bases. Students will be held accountable through journal entries and learning logs. I will also connect the lesson to their life by have them look for both acids and bases in their home. Students will be given a background on acids and bases through a direct instruction lesson and through a Powerpoint about the differences of acids and bases.

The Lives of Stars

I like to have students compare the lives of stars to the lives of humans. This is key in helping students remember the different steps in a stars life. Students are taught this lesson through a Powerpoint. I will show them pictures. I then want them to create their own Powerpoint to teach the class about this subject.

Newtons’ Laws

I use a variety of hands on demonstations and activities to show Newton’s laws. Problem solving, collaboration Computer simulations are available on the Internet to strengthen students skills.

Kinetic Energy & Potential Energy

We have students first research about rollercoasters online. I then have them do a interactive rollercoaster activity that shows students the different amounts of Kinetic and Potential energy. Students are then placed in groups(the choose) to create a rollercoaster at home. Students are given 6 weeks for this task. Critical thinking, problem solving. Students are going to use the computer to research roller coasters and to do the interactive roller coaster. I would like to have students post their plan on the Wiki or schoolloop so I can respond to their questions. The Scientific Method This is a science skill for all grade levels. I like to introduce students to the scientific method through a fun, independent thinking project. Students design a container in which a raw egg will survive a fall from the roof. Collaboration Students can use the computer to research ideas. I can always show a Powerpoint on the steps of the scientific method.

Module 1: 21st Century Learning Lesson 3: 21st Century Assessment Practices

Activity 1: The Role of Formative Assessment 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?

Formative assessments are a great tool in the classroom. They help both teachers and students stay informed about how much information is being learned. It is also a tool to guide lessons and instruction. I already use an array of formal assessments in my classroom. Research has proven that there are significant learning gains in classrooms where formative assessments are used. Test scores and overall learning increases with this strategy. Lower achieving students scores also go up. I really like how formative assessments is that it gives both the teacher and the student instant feedback. That can change our teaching practices and it can give students the empowerment of knowing what they actually know. This formative assessment process allowing the bond to form between teacher and student. Students are always in need of attention and this allows teachers to really interact with their students. I am constantly observing my students. We share ideas everyday. I include think, pair share in all my lessons. Students are able to review with the teacher and with their fellow students.

Module 1: 21st Century Learning Lesson 4: Module Review

Activity 1: Module Summary 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:

I have a year long goal of creating common assessments for the curriculum of eighth grade. I like to create these tests through Data Director, which is a program that the district has purchased. It shows the results in the CST format of Advanced, Proficient, Basic, Below Basic and Far Below Basic. I find that this helps students practice the wording that is presented on the CST tests. It is also good for comparing what works and what does not work for each teacher. My second goal is to pre-assess students more often. I think that it is an important tool to start every lesson with. I currently do this through oral questioning, but this does not give me insight in to what each student specifically knows. I would like to use pre-writes or KWL charts to understand the basic knowledge of students before we start the chapter. My third goal is to create rubrics for some of the projects that I assign so that students know exactly what is expected of them. This also will help me grade more fairly. I would like to use journal writes to summarize what students learned. These can be used at any point during the lesson. I can see using these often as a way to gauge how students are learning the concept that I am trying to teach.

Module 2: Assessment Strategies Lesson 3: Focus on Rubrics

Activity 3: Rubric Development 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?

I am going to try an use rubrics for both formative and summative assessments. I hope that this will help me improve lessons for the future. I think that it will help me become more focused. I think it will all help students find out what is expected of them and what they will be graded on.

Module 2: Assessment Strategies Lesson 4: The Assessing Projects Library

Activity 2: Assessing Projects Application 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:

Multimedia Presentation Rubric

How I will use the rubric:

I will use parts of the rubric as a guide for the Lives of Stars Project

21st Century Skill Rubric:

Critical Thinking Rubric

How I will use the rubric:

I will use this rubric when assessing students on higher level thinking questions.

Module 2: Assessment Strategies Lesson 5: Module Review

Activity 1: Module Summary Estimated Time: 10 minutes

Reflect on your learning in this module.

I think that I need to work on integrating more rubrics into my projects in class. I think that we can use these rubrics to better understand how teachers teach and how students learn. I think it puts more of the responsibility on the student and they become more in touch with what they are learning.

Module 3: Assessment Methods Lesson 1: Assessment and Instruction

Activity 2: Instructional Activities as Assessment Estimated Time: 20 minutes

Describe how you might integrate assessment methods as part of classroom activities.

• Graphic Organizers

I would like to use a KWL chart at the beginning of each chapter. I will make sure that students fill in at least two answers in each column.

• Journals and Learning Logs

This is something that I would like to use more often in my classroom. I would like to use journal writes at least twice a week to make sure that students are on task and understanding the concepts that I have taught. I would like to try the learning logs after I have implemented the journal.

• Discussions

I think that open discussions are fun for both students and teachers. It is a tool to gauge how fast the lesson will go and how the students are learning.

• Products and Performances

My students already do a ton of projects. I would like to integrate more technology and presentations in to these projects. I like when the students make videos. These tend to be very unique and fun.

Module 3: Assessment Methods Lesson 3: Classroom Conferences

Activity 3: Example Conferences Estimated Time: 20 minutes

Describe how you might include each assessment method in your classroom.

• Observation

I can work to observe and monitor students more closely to make sure that students are on task and talking about what the project is about.

• Peer Assessment

I would like to use peer assessment as a tool for students to help each other check for understanding. It is also a good tool to help each other study for tests.

• Self-Assessment

Self-assessments are good for students to self reflect. Students can be self directed to understand how much they know and what they need to work on. I think this helps students be accountable for their own learning

• Student-Teacher Conferences

I would like to use this tool at least once throughout the chapter. This will work for guidance through lessons and projects.

Module 3: Assessment Methods Lesson 5: Assessment Instruments

Activity 1: Overview of Assessment Instruments (Optional) 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.

Assessment Instrument When and How I Will Use Self-Assessment I would like to have my students use this as a tool for self assessment. This can be a very reflective tool. Peer Assessment I would like to have my students use the tool of peer assessment to see how each individual is coming along for the assigned project. Students can use a teacher made rubric to have guidelines as to how to assess each other. Conference I think that I will use conferences when I have students teach the class. This way I can make sure that they are on task and that they will be successful in their teaching.

Module 3: Assessment Methods Lesson 6: Module Review

Activity 1: Module Summary Estimated Time: 10 minutes

Reflect on how implementing what you have learned in this module might change your classroom.

After this module, I plan on implementing conferences with my students as a tool to understand what they are thinking and to understand how I can help them. I would also like to use more rubrics to help students understand what is expected of them. Intel has taught me several new ideas that I plan on implementing in my classroom.

Module 4: Assessment Development Lesson 1: Important Learning Goals

Activity 2: 21st Century Skills Objectives 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: Parts of an Atom/Atom model

Targeted Standards Objectives Know the three parts of an atom. Students should know that the nucleus contains protons and neutrons. Electrons are lightweight and surround the outside. Create models of an atom. Use rubric to guide students and to grade students. Use conferences to check in with students. Students should know that atoms are a part of matter and make up everything. Students will create atom dot pictures to understand how atoms combine together to create an object that is recognizable. Teacher will provide examples so students know what is expected. Students will demonstrate originality and inventiveness in their work. Isotopes are atoms that have a different number of neutrons Use an interactive model on the computer. Students will then draw several examples of isotopes. Students will access information efficiently and effectively in order to complete this task. Students should be able to identify different regions of the periodic table. Students will create a Powerpoint on the periodic table. Students will work in groups to understand and present the different regions on the periodic table. Students will demonstrate the ability to work effectively with diverse teams.

Module 4: Assessment Development Lesson 2: Assessment Plan

Activity 2: Effective Assessment Timelines 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

Assessment Timeline

Before project work begins During project work After project work is completed

• Direct instruction to understand the background of atoms • Explanation of project rubric • Journal entries • Questioning & discussions • Brainstorming • Teacher-student conferences • Peer feedback • Project checklist • Presentation Rubric • Reflective journal rubric • Self assessments • Scoring Guide • Final reflection

Module 4: Assessment Development Lesson 2: Assessment Plan

Activity 3: Assessment Methods and Purposes (Optional) 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

Assessment Process and Purpose of Assessment Brainstorming At the beginning of this project, I will have students brainstorm ideas for their projects in pairs. Students will come up with ideas for materials that they will use and which element they want to represent. We will then have a class discussion to make sure that students have an overall understanding of the project. Journal entries and questioning I will use journal entries everyday to monitor the progress and the learning of my students. I will address any concerns that arise from these journals. Presentation rubric My students will use the presentation rubric to understand what skills are necessary to a good presentation. We will also address any concerns about the rubric through a discussion. Students will address any technology questions through their journal entries. Project rubric I will use this while the project is being assigned. Students will understand the components of the project. Students will use the rubric to monitor their progress. How well they are doing will be reflected in their journal entries.

Module 4: Assessment Development Lesson 3: Assessment Instruments

Activity 3: Rubric and Checklist Adaptation 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.

I made the rubric specific to my project. I also implemented specific components that wanted students to complete. I used the multimedia presentation rubric, and the project rubric for this assignment. I looked at several others, but I am unsure whether or not I will use them for this specific project.

Module 4: Assessment Development Lesson 4: Module Review

Activity 1: Modules Summary Estimated Time: 10 minutes

Reflect on your learning from Module 4 and record your reflections.

I thought it was important to layout learning goals before the lesson began. What did I want my students to get out of my lessons. What expectations did I have for myself and for my students. It was also eye-opening to layout what types of assessments I was going to use before, during and after the project. This way I would have expectations of what I wanted from my students at each stage of the projects. I have a feeling that the quality of work would increase, if I followed the steps that I learned through this module.

Module 5: Assessment in Action Lesson 1: Student Roles in Assessment

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.

Concerns Solutions Students are off-task Monitor students more closely. Circulate the room. Have a journal write. Students do not know how to accurate describe and assess Teach students how to assess each other. Teach students about self assessment first so they can transition to peer assessment. Teacher modeling. Students are unsure of how to show whether their peer is on task. Use a teacher created checklist.

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.

I like the idea of using a checklist for projects. This way students can know whether or not they have done a particular task and they can also see how they are progressing through the project. We will first go over the project. We will then go over the checklist to make sure that there are no questions left unanswered. This way students are held accountable and I can monitor their progress by looking at the checklist and looking at their materials. We will do daily checks of their progress.

Module 5: Assessment in Action Lesson 2: Self-Assessment

Activity 2: Supporting Metacognition (Optional) 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.

Assessment: Journal entries and questioning. I will teach students about metacognition. I want students to be aware of their own thinking processes. I will talk to students about what smart choices are and how we can train ourselves to make good and effective decisions. I think that journal writes are a good way for students to express their inner dialogue. Journals writes allow both the teacher and the student to monitor how they are progressing on their project. This is a great tool, because students become directly responsible for their learning.

Module 5: Assessment in Action Lesson 3: Assessment Management

Activity 1: Assessment Management Strategies Estimated Time: 15 minutes

1. Describe how you will organize and track student assessment data.

I want to use a variety of strategies to assess students. I think it is important to try different types during different assignments. I plan on using the journals at least twice a week at the close of a lesson. I will keep a list of the different assessments and try to integrate these any chance I get.

2. Describe how you will help your students organize their assessment data.

I want to make students aware of what the goals of each assessment are. Students can be organized through a conference sign-up sheet, an online calendar, student project summary forms, rubrics, peer feedback forms and teacher feedback. Students should also use their minder binders to write down their assignments for the day.

Module 5: Assessment in Action Lesson 3: Assessment Management

Activity 2: Assessment Routines (Optional) 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?

Routine Assessment Activities Technology Observations I could observe students work through Powerpoints or video that they create Journals (Blogs) They could use a computer to type it or they could log on to a blog site to interact with the teacher and fellow students. Class Discussions I don’t think there is any need for technology. Peer Assessments Students can use an online calendar to plan. They can also use a rubric that can be accessed though the teachers website. Conferences Conferences are typically face to face, but follow up can occur through email and through a blog site.

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.

I constantly have my students reflect on their own learning. I think the only way you can improve in something is to look at what you did right and what could be improved upon. I might have students talk to their peers through a think-pair-share about what they think they learned. I also might have a actual reflection sheet that we can survey the class to get a general sense of how the class is learning. I think that I can gain insight through all the strategies listed in the previous lesson. I think that students should be given an opportunity to revise their work. I typically do this through picture vocabulary for test corrections. I would like to use this strategies for things other than the test. I would like to have students become more in tune with 21st century practices by creating more projects through Powerpoint and homemade videos. I think this teaches them the importance of working in a team and the use of technology.

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.

I think that feedback is the most important tool for a teacher. If a strategy is not working, we as teachers need to change the lesson to make it more understandable. I will look at students journals, gather evidence from classroom discussions and look at the reactions of my students through observations to modify my lessons. I will look at labs, projects and tests to determine proficiency. I always give a trimester reflection to my students. This is their opportunity to tell me what they liked or disliked about the unit. I learn about what worked and what can be improved upon in through these reflections. It is pretty obvious when lessons do not go well. I always not ethat in my lesson plan book, so I can improve it for the next year.

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?

I think that the combination grading system is pretty fair. It allows some flexibility in grading for those students who did not do as well in their group. I also like the individual reflection grading system. This way students will get a grade for the entire group and they will get a grade for their individual reflection. You can learn a lot about what goes on in a group project through individual reflections.

Module 5: Assessment in Action Lesson 6: Module Review

Activity 1: Module Summary Estimated Time: 10 minutes

Reflect on the learning from this module.

This was a very informing module. It taught me different types of assessments that can be used in the classroom. As I said before, I would like to implement several of these strategies in my teaching next year. I think that both the students and myself will benefit from these new types of assessments. I am very interested in all the checklists and rubrics that were presented. I know that this is an area of weakness and I would like to improve on it.

Course Wrap-Up Summary

Activity 1: Course Reflection 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.

I think that I am learning more tools to achieve my goal of creating rubrics and using journal rights. This course is teaching me about how to create and what resources are out there. I always have the actually assessment tests, but this course has given me a variety of tools to use to further understand my students learning needs.

What new goals do you have for assessment in your 21st Century classroom? What goals do you have for your students?

I have the goal of implementing journal writes and rubrics for each project. I would like to use rubrics for any assignment that has a substantial amount of work involved. This way my expectations will be clear and students will know what exactly is expected of them. The journal writes will be more of a reflective process for my students, so they understand what they are learning and what they need to improve upon.