Friday, July 17, 2015

Rick Rexroth - Summative Assessment Project -

Rick Rexroth Summative Assessment Project

1.  Description
One of the courses that I teach is the lowest level senior Elective called Modern Economic Issues.  The course combines current issues with basic economics.  The assessment that I have developed is a TIME 100 assessment.  With a guide and Template, each student was to pick out specific people that were featured in the Time 100 publication that comes out each spring. The students were six weeks into to course when they started the project so they already had background in several different themes of the class.  Micro Economics, Macro Economics, Globalization, domestic issues (US), world issues, and local issues (MN).

In the assignment, the categories are Titans, Pioneers, Leaders, and Icons.

In addition to working the category and theme into their project.  The students had to focus on three points that were emphasized during the whole course.

  1. Background of the person
  2. Chronology of significant events that connect to the category and/or theme
  3. Find a news article that features the person (not an opinion piece)
  4. Provide their opinion as to why they believe the person selected deserves the title of Time 100 Most Influential People & tie in the categories and themes.
  5. To provide an “Iconic Image” that encapsulates the person (to reflect our work with news photos and political cartoons)

Students had two opportunities to share and discuss their people with classmates during class before the assignment was due.  As a secondary assignment after the due date.  They had to share there three people with a significant adult and that adult then answered basic questions and signed the form.  This was to provide additional real life relevance.  Not only are the people relevant to today’s news, but the students most know them well enough to share them with a significant adult.

2.  Standards
Modern Economic Issues is an elective course, so there are no MN State Standards attached to the curriculum. However I do target the following Economic Standards as a guide.

Economic Reasoning Skills
  • People make informed economic choices by identifying their goals, interpreting and applying data, considering the short- and long-run costs and benefits of alternative choices and revising their goals based on their analysis.
    • Apply reasoned decision-making techniques in making choices; explain why different individuals, households, organizations and/or governments faced with the same alternatives might make different choices.
Fundamental Concepts
  • Economic systems differ in the ways that they address the three basic economic issues of allocation, production and distribution to meet society�??s broad economic goals.
    • Explain how the availability of productive resources and technology limits the production of goods and services.
Microeconomic Concepts
  • Individuals, businesses and governments interact and exchange goods, services and resources in different ways and for different reasons; interactions between buyers and sellers in a market determines the price and quantity exchanged of a good, service or resource.
    • Describe the role of households, businesses and governments in the movement of resources, goods and services, and money in an economy.
Microeconomic Concepts
  • Resource markets and financial markets determine wages, interest rates and commodity prices.
    • Describe commodities as natural resources necessary to produce goods and services; explain how world events and market speculation can affect commodity and other prices.
Macroeconomic Concepts
  • Economic performance (the performance of an economy toward meeting its goals) can be measured, and is affected by, various long-term factors.
    • Measure inflation in terms of a percentage change in a price index; analyze past and recent data to explain how the money supply is related to long-run inflation with the equation of exchange.
Macroeconomic Concepts
  • International trade, exchange rates and international institutions affect individuals, organizations and governments throughout the world.
    • Apply the principles of absolute and comparative advantage to explain the increase in world production due to specialization and trade; identify the groups that benefit and lose with free-trade treaties, trading blocs and trade barriers.

3.  Authenticity and Rationale
  • To create a capstone to the course and encourage students to have some self selected people to pursue people or areas that we have studied
  • To give students the opportunity to explore individuals that have had an impact on current economic events.
  • To provide students with real world examples and people that have an impact on the world that they live in as they graduate from high school

3. a.  Student Examples

4.  Reflection
This type of independent project is always a little worrisome as the class is so diverse.  There are many skill levels and types of students.  Five to seven IEP students, eight students served by ELL programs and two students with paras in the class.  Combine that with five or six AP students and approximately 15 students who are enrolled and ready to go to college, and the word that must be used is differentiation.  The project has specific guided instructions (in RED) so that those that need it get specific instructions.  This also served as a guide to paras and case managers.  I actually got feedback from those staff members that they found them very helpful.

I liked the structure of having the students share their people with each other twice before hand.  Anecdotally, it seemed to broaden the number of people that students choose.  I did select people from the list to try to appeal to a wide range of students.  Glad to see more economic areas covered in the student's choosing that reflected work that we had done earlier in the class.  Also, having the students share their project and selected people with adults seems to get some really good feedback (for those who completed it).  It makes me think that I should incorporate this more often.

Friday, June 5, 2015

Linda Wareham Summative Assessment Project

Thorough Description of the project

Goal: Students will develop a portfolio that documents their growth on the International Baccalaureate Approaches to Learning (ATL).

Assignment: Students will copy the ATL Portfolio site to make it their own.  Throughout their junior high years, they will attach work samples that they feel demonstrates their growth in the five ATL areas.  They will reflect on the growth they show from grade 7 through grade 9, as well as their areas of strength and those that need additional work.

Approaches to Learning Termplate Site
Standards Addressed
  • Communication
    • Communication through Language
    • Communication through Interaction
  • Research
    • Information Literacy
    • Media Literacy
  • Self Management
    • Affective Skills
    • Organization
    • Reflective Skills
  • Social
    • Collaboration
  • Thinking
    • Creative Thinking
    • Critical Thinking
    • Transfer

Description of how it is an Authentic Assessment
This assessment is authentic because it asks students to analyze on their own skills, provide evidence of achievement, and reflect on their growth. Because it crosses years and courses, students will be able to use the evidence that makes the most sense for them to demonstrate progress towards skill attainment.

Personal Reflection
Although I am no longer in the classroom and do not use assessment regularly in my position, this course was valuable to me as an opportunity to think "beyond the box".  The last time I created an assessment, it was a paper/pencil test!  "Playing" with assessments using technology brought me in to the 21st century!  I may not ever create another assessment, but I'm sure I will be able to share my learning with teachers in the district.

Wednesday, June 3, 2015

Kathryn Anderson Summative Assessment Project

Summative Assessment Project: The American Dream Comic Strip

Thorough Description of the project

Goal: Students will analyze different POVs on the attainment of the American Dream and demonstrate that analysis by creating a Comic Strip using Pixton.

Assignment: Create a Comic Strip illustrating an American trying to obtain the American Dream today. Your story will either end with an American having actualized the American Dream or NOT obtaining the American Dream. Your storyline must be based on the discussions we have had as a class, videos watched on the topic, and articles read on the pursuit of the American Dream today. (All can be found on Moodle>Introductory Unit>Project Expectations)

Rubric Pixton tutorial 

Standards Addressed

MN ELA Common Core Standard

Write arguments in social studies to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

MN Social Studies Standards   Historical Thinking Skills

Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past.

Description of how it is an Authentic Assessment
This assessment is authentic as it is asking students to reflect on what is believed to be the American Core Values and living experience today and its connections and experiences to past values and living experiences. It is also authentic in the way in which students are able to chooose a perspective to support, be creative in the way in which they demonstrate their understanding through designing a a comic strip. These strategies combine to make a more authentic project based assessment rather than a traditional test or writing assessment.

Personal Reflection

I took a graduate class several years ago that really challenged me to think differently about grading and reporting and authentic assessments. This class built on that initial class and really helped me explore project based assessments which is something I wanted to create more of in my 10th grade classes.

Additionally, this class has pushed me to really think and create rubrics for all summative assessments. It can be super simple or more detailed as the size and time commitment for the project increase. I hope that we have access to the Hopdina class moodle pages as for each class so far there has been a wealth of resources available to aid in the classroom. I would like to access to this as I continue to revamp units and assessments over the course of the next school year.

Monday, June 1, 2015

Gretchen Lund Summative Assessment Project

EL students must receive direct instruction in English and be given access to the content standards.  Best practice dictates that those two efforts be integrated.  To provide a model of how this can be done through the use of available technology, I have created a unit which addresses the common core English language arts standards and the WIDA English language development standards.  I then linked the assessment and related tools on Mastery Connect to allow access to the unit for both ESL and ELA teachers in the district.
My first step was to create a rubric which addresses the language arts standards and the English language development standards and upload it to Mastery Connect.

I then created a curriculum map in which the assessment could be used.  I also added a tracker, as that gave me the flexibility to add in the standards from multiple content areas and grade levels that I needed.
And finally, using the principles of backwards design, I thought about how the standards would be taught.  I created instructional materials for the unit and  linked them to the unit in the curriculum map.
Standards addressed:
This unit primarily addresses the following Minnesota English Language Arts Standard:
W.8.3 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
This unit also addresses the following English Language Development Standard:
ELD 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
In order to ensure that this rubric adequately addresses both sets of standards, I have aligned the strand which meets the ELD standard with the WIDA performance definitions and writing rubric.  To differentiate for ELs at different proficiency levels, I have created two rubrics- one for ELs at proficiency levels 4 and 5, and another for ELs at proficiency levels 2-3. For the rubric intended for ELs at higher proficiency levels, "mastery" is aligned to English language proficiency level 6. On the rubric intended for ELs at lower proficiency levels, "mastery" is aligned to English language proficiency level 4. Therefore, growth in writing proficiency in English will be measured fairly and accurately using a consistent scale.  In addition, this alignment will allow for assessment of student growth relative to the ELD standards to be done and reported regularly, not just annually when the students are given the state-standardized English language proficiency test.

Authentic Assessment
In this task, students must use their writing skills and knowledge of fairy tales to produce a real “book” complete with illustrations and a front and back cover. Engaging in the same task that an actual professional writer would makes this assessment an authentic one.
Critical to making this assessment as authentic as possible for ELs is activation of prior knowledge of fairy tales and folk tales from around the world.  True proof of the assessment’s authenticity lies in the nature of the products the students eventually produce.  When students base their fractured fairy tales on stories they were told in early childhood, or the way the story is fractured speaks to an issue with which the students actually contend,  authenticity is achieved.  I have evaluated fractured fairy tales from by students that do both.

Personal Reflection
This exercise was a very valuable one for me, as I intend to encourage other teachers in the use of Mastery Connect to meet the needs of ELs and assess them appropriately.  Initially, I was intending to begin this work by creating model performance indicators for ELs based on Minnesota state standards.  While that is work I still intend to do, as I worked with the Mastery Connect program and tried different things, I’ve discovered that beginning by creating differentiated writing rubrics for ELs at different grade levels is a more concrete task, more immediately useful to teachers, more manageable within Mastery Connect and more manageable in scope.

Sunday, May 31, 2015

Sarah Sampson - Summative Assessment Project

Sarah Sampson - Summative Assessment Project - 9th grade Civics

Project Description:

Principles of Democracy Thinglink 

The Principles of Democracy Thinglink is a project that a colleague developed.  This colleague graciously let me barrow and use the project in my classroom.  I then took the project and augmented it for my classroom and students.  The assignment asked the students to explain principles of American Democracy as their summative project.  In my classroom the students could use either Haiku Deck or Thinglink for their project.  This was a way to differentiate for their project and also differentiate their technology skills.  Below are screenshots of the project.

This is the screen shot of turned-in projects from students in various classes.  They used a google form to complete their work.

An example of the finished project is below:

After getting familiar with Thinglink, I offered students the use  of Thinglink for other summative projects, such as the Political Party Project.

Students surprised me with asking to use other presentation methods rather than Thinglink. One student chose Prezi, see example below:


Depending on the focus of the unit each Thinklink project could or would use different Civic standards. Below are the Civic standards for the Principles of Democracy Thinklink project:

Strand: Citizenship and Government
Sub-Strand: Civic Values and the Principles of Democracy
Standard: Understand that - 3. The United States is based on democratic values and principles that include liberty, individual rights, justice, equality, the rule of law, limited government, common good, popular sovereignty, majority rule and minority rights.
Benchmark:  Define and provide examples of foundational ideas of American government which are embedded in founding era documents: natural rights philosophy, social contract, civic virtue, popular sovereignty, constitutionalism, representative democracy, political factions, federalism, and individual rights.
For example: Documents - The United States Constitution, the Bill of Rights, and selected Federalist Papers, among others.


I love the idea of Thinglink because it allows students to really go deeply into a subject.  The students need to make sure they develop several different links for each page or slide as they are explaining an item.  In this project they needed to explain the Principles of Democracy and the item maybe "rule of law".  If the student used "rule of law" they may use a picture of judicial scales along with the link that describes an independent judiciary.  Because the students can chose Haiku Deck or Thinglink the students then get to chose the level difficulty thus allowing the students to self select differentiation. Allowing students choice in summative projects creates a more accurate picture of the knowledge that the student has acquired on a subject.


This has been a very interesting project.  First, full disclosure, a colleague came up with the Thinglink assignment.  Because of this technology class I was not afraid to use this new technology. I did however invest time during the Assessment and Reflection Cohort to delve more deeply into Thinglink.   I can see using Thinglink for several summative assessments.  The only negative with Thinglink is making sure that the students use their own words and not "cut and paste" information from the internet.  One way to avoid cutting and pasting is to come up with a formula for the definition that the students have to use.  For example, each definition has to be four sentences long, in the student's own word yet has to contain certain vocabulary words in defining a phrase.  This will be an area that I will work on for next year.  

Thursday, May 28, 2015

Alison Swiggum - Summative Assessment Project - 10-12 Grade Orchestra

Project Description

Orchestra Summative Assessment Link Here

In orchestra, there are summative assessments that are very authentic in that students work towards a concert and then present their knowledge by performing the music they have learned for an audience. What has been difficult in the past, is how to best "grade" this summative experience (concert).

I already do performance tests prior to the concert, where students submit a video recording of specific sections of the music and I have used a paper rubric to assess each student individually.  I will continue to improve upon this assessment by digitalizing my rubric now that I learned about Doctopus and Goobric during this course.

In this course, I've developed a digital version of a concert reflection writing assignment to be paired with the actual concert experience. This teaches the student to evaluate him/herself and the ensemble as a whole to know what went well, and what areas should be a focus as the student moves forward.  My goal for this course was to digitalize this assessment so that it could be more efficiently managed.

For my concert reflection I used and Google Forms.
Students would watch their concert performance which was recorded at the live event.  As they watched the concert on YouTube, students would take notes on on what they felt went well, constructive thoughts.  Due to data privacy, I do not have a screenshot of my students' concert, but here is an example of one of my conducting lesson YouTube clips and so you can see how a student could be watching their concert and taking notes at the same time with exact timing referenced:
After students finished watching the concert and taking notes, they would go to this Google Form shared with them and complete the Concert Reflections using their to assist them.

Authentic Assessment

This is authentic because students have a final performance of the music that they have been working on for each quarter.  They have the opportunity to perform in an auditorium for a live audience so they can truly experience the nervousness and excitement of performing for people.  The Concert Reflection Assessment is authentic because it adds this higher learning skill of reflecting on your experience and making adjustments on what to improve upon as one moves forward with the next performance.  When students take time to reflect upon their learning, they know which areas to improve and to celebrate what they have accomplished.  Students have the added benefit to look back on their reflections from year to year to see the musical growth or to reassess on what they should focus in the future.

Personal Reflection

Just as I teach my students the importance of reflecting on their concert experiences, I too, take time to reflect on my teaching, the concerts that I conduct, and my own learning experiences such as this assessment course.  I have enjoyed this course as I had opportunities to experiment and learn about new assessment methods using technology.  As I work with them, I find ways that I can replace my "old" way of doing things with a new, more efficient, and technologically savvy method.  I hope to continue to improve at incorporating technology into my teaching.

Wednesday, May 27, 2015

Lori Volding Summative Assessment Project

Assessment Overview:
During the first half of the semester, students will explore one specific cultural dance through the partnership of the Cowles Center for Dance and Performing Arts, located downtown Minneapolis. They will attend a dance matinee at the Cowles Center and experience hands on instruction at our school with a professional dancer. Padlet question and answer posts, peer skill analysis checklists, and google doc quizzes will be used for periodic formative assessments. The summative assessment entails a group Just Dance presentation. Students in groups of 2-4 will create, instruct, perform and present a video or slideshow of a historical dance style of their choice. First all students will watch in class a short intro about their Just Dance project.

The PBS DanceSense: Dance of Culture, and Evolution of Dance(comedian) will also be viewd in class to emphasize the importance in selecting their dance style, music  while honoring the history and culture of their selected dance. Students will leave with a top 5 list of dance styles of interest prior to leaving class. Over a period of 4 weeks, the students are expected to create and collaborate a presentation that meets the criteria outlined on the rubric. Twice the dance will be presented through instructional/tutorial (parts) and a final performance (whole). The website such as PBS Free to Dance Lesson Plans, and a playlist with various dance tutorials such as Hip Hop, Breakdance, Boogie Woogie, Cupid Shuffle, Footloose, Baltimore Strut will be resource guides for students to follow. This graphic organizer shown below with the elements of dance is another useful source for students to understand and apply their knowledge.
Screen Shot 2015-05-27 at 1.04.22 AM.png
Once the dance style and groups are selected, students will research the music, culture and dance steps. Storyboard will be used for group planning, organizing, and tracking their resources. Here is the Rubric students will develop for their peer groups and teacher to use for their final Just Dance presentation.
Standards and Benchmarks:
High School Outcomes for Grades 9-12
Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.
Screen Shot 2015-05-26 at 11.57.47 PM.png
Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Screen Shot 2015-05-26 at 11.50.28 PM.png
Standard 4: Exhibits responsible personal and social behavior that respects self and others.
Screen Shot 2015-05-26 at 11.56.16 PM.png
Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Screen Shot 2015-05-27 at 12.00.14 AM.png
Description of how it is Authentic Assessment
I think this project is authentic since it allows students to select their dance style, music, and choreography through their choice of tools in multi media, and it presents a sense of ownership by allowing students to create a cell section to the Just Dance Presentation rubric.
Personal reflection on your growth in this area:
This project was another 2 steps forward for me as I continued to explore and dive into new forms of summative assessment in physical education. Next year I will give this a go for my 9th grade PE classes. I am excited to expand and apply summative assessment in this new format; it is my expectation and hope to enhance student knowledge and exploration while continuing to align with our physical education standards.