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.
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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.
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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.
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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.

Tuesday, May 26, 2015

Becky Fritz Summative Assessment Project

Summative Assessment Project: Evolution

Thorough Description of the project

Goal:  Students will demonstrate their understanding of natural selection by applying it to a fictitious scenario called ‘Rat Island’.   

Assignment:  Create a tutorial that explains how organisms have variations that cause them to adapt to their changing environments over long periods of time to produce offspring with beneficial adaptations and result in the survival of future generations.

Step 1: Complete the summative assessment evolution questions in Notability or using the Docs app.  

Step 2: Plan/practice your video tutorial using the storyboard provided. The storyboard is used to help you organize the content of your video (picture, video, narration, text) in chronological order. The storyboard will serve as a timeline to organize the sequence of events. Brainstorm ways to make your presentation unique and exciting.  You want to engage the learner that is watching your video!

Your tutorial should:
  1. introduce the rat you created for either island A or island B and
  2. answer the final two questions:
    1. (8) Apply information about adapting over time to explain how these traits (choose at least two) would help with the survival of the rat.  Use what you’ve learned about  natural selection to support your answer.  
    2. (9)Discuss how the environment selected for advantageous traits and deselected traits that are disadvantageous?  Note:  Use the four steps of Darwin’s theory of Natural Selection in your discussion of  both advantageous and disadvantageous traits.
  3. include images, your narration (explanation) answering the questions, and your manipulation of the screen (draw on the screen, move images around, etc).  Remember that you are creating a tutorial so you are teaching someone else.  
  4. be less than 2 minutes long and be created in the whiteboard app of your choosing.

Step 3:  Collect and edit the items in the media list boxes of your storyboard.  Save the images to your camera roll.  Make sure to keep track of the sources of your images (in your Notes app, on a Google Doc) because you’ll be (citing) adding them to the last frame of your tutorial.

Step 4:  Create your tutorial with the whiteboard app of your choosing (Vidra, Explain Everything, EduCreations).  Make sure to insert your images and record a narration for each slide.  

Step 5: Paste the link to your video (if using EduCreations) or upload your completed video to the assignment in Google Classroom to turn in.

Standards Addressed

Unit:  Evolution

Hopkins Power Standard:
  • The student will explain how biological adaptations in structure, function, and behavior enhance the reproductive success and survival of a species.

MN State Standard:  Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.

(IB) Statement of Inquiry:
Organisms have variations that cause them to adapt to their changing environments over long periods of time to produce offspring with beneficial adaptations and result in the survival of future generations.

Description of How It is Authentic Assessment

“[Authentic Assessment is] a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.” -- Jon Mueller

This assignment is an authentic assessment because the students are being asked to complete real-world tasks that other scientists would work on.  They’re applying their knowledge of natural selection to a new scenario, not unlike what a scientist would do in the field.  They are also asked to explain their understanding of the topic in a screencast, this is part of an authentic assessment.  In addition, the student-choice involved with the assessment, as well as the creation piece, all work to make this a more authentic performance-based assessment and not a traditional one.

Personal Reflection

Over the course of this assessment class I have grown.  My understanding of authentic assessments has changed and I am better able to understand how it connects to the backwards planning, which is how we are supposed to be planning with IB in our junior high building.  I also have learned the importance of planning the summative first and then looking for the formatives that will support my assessment. I was able to create more authentic formative assessments for my evolution unit because that was the summative assessment that I created (for this class).  

I also have more respect for rubrics!  This course has really reinforced how important rubrics are and how a good rubric will show a clear path about how to get to the next step.  My rubrics are often ‘afterthoughts’ and created after I’ve already written the directions for the assessment. This course reminded me about how powerful a well thought-out rubric is and how important it is to begin with that. 

I struggled (always struggle) to find appropriate, authentic rubrics for projects that integrate technology. They're often specific to certain apps, programs like 'Twitter' or 'Podcasting' when I want a more general rubric to address the technology skills that the students are utilizing. I found that this was a great resource for creating rubrics for digital assessments from EdTechTeacher. I also loved this blog post about how to create an authentic, student-directed assessment about tutorials called "Students as Teachers: 6th Grade Tutorial Designers" by Kim Cofino. She is so smart about how to approach tutorials in your classroom: have the students watch several and create their own rubric before they start their project. Then, after they create their tutorials, they reflect on the experience. If I have time next year I will definitely be following a similar approach the first time I teach tutorials!

Daoyu Liu Summative Assessment Project

Classroom badges

QQ20150512-3.pngThe badge will be used for students’ listening and reading rewards. Then, students will create a book report around what they had listened. In this way, the teacher could encourage students to listen and read more books in the target language.
Because credly can not process Chinese, thus I can hard send out the badges in Chinese. Thus, I have to print it out for students and hung up on the wall of classroom.
Students will have a calendar to record their days of listening.

QQ20150512-2.pngI learned that giving students their badges is a good idea to motivate them in classroom. However, it relates to a lot of works. In addition, the badge does not support Chinese characters if it is electronical version. So, I can hardly have students create their own badges. This is a good start and later on I will try to have students to create and write on it in target language which might make it more challenging and fun.

Here is the badges that students will receive.

Here is the calendar for them to record how many days they had listened.

Here is the final rubric for their book report.

Traci Bergo Summative Assessment Project

Project Description: 
For this assignment I created a project for students to assess their skills in an activity they enjoy or participate in regularly. The directions are to find a video clip of their favorite athlete or sports hero demonstrating a skill in their sport. The students then need to use the Coach's Eye app to record themselves performing the same skill as the athlete in video. They were then asked to use the apps tools to analyze their skill level to the sports hero's skill level; a short rubric completion is also part of this step. Then the student needs to research how they could improve their own performance of the skill and practice to improve the skill. They have to complete another video recording after some practice time and do a second analysis and rubric. 

The goal is to have the student see their skill level in a side by side comparison to an athlete that is very good at that skill or sport. Hopefully the students will improve their skills by self analysis, research and practice instead of just having someone explain the process to them. 


Standard Addressed: S2H3
Applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Level 1 is to create a practice plan to improve performance for a self-selected skill. 

How this is Authentic: 
This seems like the basic definition of authentic assessment; perform the skill instead of telling how to perform the skill. This goes beyond just knowledge by requiring the student to figure out how to improve and then practice and (hopefully) show personal improvement. 

Personal Reflection: 
I have really enjoyed learning about all of these great new teaching tools available through technology. I have also been very frustrated by not being able to transfer that technology to the students I teach which is primarily Physical Education. We typically don't grade on performance level but I feel this is a good compromise. The student isn't graded on the perfect skill completion, but is graded on the process of how to improve. Coach's Eye is a great tool to use as a coach, I think it will be just as good to use in the classroom. 

Monday, May 25, 2015

Scott Woelber Summative Assessment Project

Summative Assessment Project for Hopdina Technology Cohort
  1. A thorough description of the project with links and screenshots
My work in Edina as the K-12 Mathematics Coordinator is primarily with teachers.  My goal with the project was to learn about technology tools and online resources to support our continuing district wide efforts to achieve balance between assessing procedural skill and knowledge along with conceptual understanding, application, and creation.  The tools in this class focused on authentic assessment which is more about application and creation than procedural knowledge, so I focused on creating a Project Based Learning activity for secondary math.  Additionally, I curated resources to support secondary math PLC teams' efforts to create and implement complex tasks in their unit design.

I relied heavily on the resources provided by the Buck Institute for Project Based Learning.  They offer examples of projects, interviews with teachers, rubrics, professional development about how to write a good Driving Question, and a terrific template to guide one through creating a Project Based Learning activity.  Here is my Pool Project written from the Buck Institute project planner.  To support that project, I used the rubric support provided by It is the easiest way to make a rubric that I have used. Here is my Swimming Pool Project Rubric.  The Buck Institute for Project Based Learning and the resources are very helpful tools for supporting a PLC math team moving in the direction of authentic assessment.

To further support PLC teams, I explored several resources suggested by Tim Kanold in his series Beyond the Common Core:  Mathematics in a PLC at Work.  To collect and share, I used the Google Site that I made for my 20% project in this Hopdina Tech Cohort.  See K - 12 Mathematics --> Resources --> Secondary and look under the PLC Resources header.  The last two bullets are very comprehensive collections of resources for professional development for secondary math teachers working in teams.  They will serve as a jumping off point to further my presentation at the Edina Learning Institute in August.

2. A description of standards addressed
The Pool Design project addresses these two MN geometry standards: Compose and decompose two- and three-dimensional figures; use decomposition to determine the perimeter, area, surface area and volume of figures. Understand that quantities associated with physical measurements must be assigned units; apply such units correctly in expressions, equations and problem solutions that involve measurements; and convert between measurement systems.

While those two are content standards, when students participate in the project, they are also addressing these Standards for Mathematical Practice from the Common Core:

MP1 - Make sense of problems and persevere in solving them.

MP2 - Reason Abstractly and Quantitatively

MP4 - Model with Mathematics

MP6 - Attend to Precision

In terms of supporting PLCs, the resources I listed on my Google Site support the following High Leverage Team Actions:

HLTA 2 - Identifying higher-level-cognitive-demand tasks
HLTA 3 - Developing common assessment instruments

HLTA 4 - Developing rubrics and proficiency expectations for the common assessment instruments

HLTA 6 - Using higher-level-cognitive-demand tasks effectively

3. An explanation of how the assessment is authentic
The project is an example of authentic assessment because it fulfills these criteria:

  • Real Life/Relevant/Larger Audience - yes. The task is to design and present a swimming pool to the Mayor's office. There will be a winner, and the student might actually get to swim in the pool they design.
  • Engaging/Interesting - yes. The project is all about swimming pools which are engaging for lots of children. The tasks include precision calculations as well as design experiences, presentations, and collaboration opportunities.
  • Involve Synthesis/Critical Thinking - yes. There is no one answer for the project. There are many possible answers, and developing an answer includes synthesizing the details of the budget, surface area, volume, and the actual appeal and functionality of the completed pool.

The Buck Institute provides criteria for the driving question of an authentic, project based learning experience. The pool project addresses all 3 aspects of good driving questions.

  • Can they understand the question?  Is it relevant in their lives?  yes - Designing a pool and swimming in it are relevant to children's lives.
  • Is it Google-able?  No. There are many different possible solutions.
  • Is it aligned with learning goals?  Yes - see the standards addressed in #2.

4. A personal reflection on your growth in this area

Catlin Tucker caught my attention right away with her definition of mastery from the Ed Leadership article from Week 1 - 5 Musts for Mastery  Mastery is when you desire to keep getting better. Degrees of mastery include: Creativity and Play, Student Centered Learning, Freedom to Choose, Shared Goal Setting, Timely and Specific Feedback.

The kind of mastery defined by Tucker is missing from our math program, and there are lots of resources and tools available to help teachers move in that direction. I was surprised at the number of tools available to support rubric based grading. In particular, Goobric and forallrubrics make is easy to create and score student work that is based on quality indicators.

I was also surprised at the amount of support and PD available for math PLCs. The Mathematics Assessment Project, for examples, has complete PD modules ready for use.

Overall, the project has provided examples of excellence, technology tools, and online resources that will support me in my work with math teachers and PLC teams to further develop authentic assessment in math. And, a next step that I can facilitate is to encourage authentic assessment through complex tasks that don't need to be very long. Complex tasks, as processed in class through the 5 Practices of Orchestrating Productive Mathematics Discussions, can serve as the formative assessment component of PBL.

Jamie Hawkinson - Summative Assessment Project

Hawk PBL - Civics and Service Learning

Students will gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge following a 4th Grade Civics and Government Unit in Social Studies.
Overview of Project:
  1. Complete Civics and Government lessons through direct teacher instruction.
  2. Using the SODAS model, students will structure a plan for their community, school, personal choice, or world issue they choose to problem solve..
1. Situation - look at the situation. (Describe the problem.)
2. Options - list as many choices as you can. (Ways to solve the problem) List at least three.
3. Disadvantages - list as many disadvantages (negative things that could happen) of each option as you can. List at least three.
4. Advantages - list as many advantages (positive things that could happen) of each option as you can. List at least three.
5. Solution - based on the advantages and disadvantages, select the best option
  1. Students will present their projects with the use of a presentation tool (Haiku Deck, Prezi, Google Slides, Powtoon, or a tool of their choice)
Timeline of Project:
Sept/Oct - Civics / Government Social Studies Unit
November - Finalize project choice - complete the  PLB Planning page
December through March - carry out research and project
Check -in #1 - December
Check -in #2 - January / February
Check -in #3 - March
April - Project Presentations

Based on the 4Cs
  • Critical Thinking
  • Collaboration
  • Creativity / Innovation
  • Communication

MN State Standards:
SS  Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue.
SS  Apply a reasoned decision-making process to make a choice.
ELA Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELA Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
ELA Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELA Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
ELA Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

My students will choose an issue, problem, or topic they care about. They will see its relevance to their own lives. They will choose something that they will care about the outcome or solution to the problem. My students will care about the fact that they are producing work for a public audience and that It’s not just something to turn in to the teacher. My students will come to know the quality of their product matters if they want to make an impact in the real world. They are going to want to will feel pride in their work and not be embarrassed when they share the results of the project, this may be a live presentation of a solution to a community problem, or even a launch of a website they've created. Additionally, my students will potentially feel a sense of authenticity when they collaborate with adult professionals, experts, parents, and/or community members during their project.
Since I wasn’t able to complete this project this year with my students, my reflection is based upon what steps will need to be taken in order for this to be a real PBL opportunity for my future students. I will need to lead them through multiple sessions of what their “passions” are in regards to helping the community or “Going out and Making a Difference” (our CV motto).  I will need to slowly introduce the project following the Civics unit and will need to guide my students through the timeline as well as the expectations on the final assessment PBL rubric. I will need to refresh my students on how to safely research their topic and how to cite their sources as necessary for their written portion of their project as well as their research analyzation. I will need to have monthly check-ins for opportunities of revision and reflection. I am thinking of using Edmodo next year as well as google forms to ensure that students are on task. I will need to provide effective and efficient, timely feedback. I will also need to provide multiple opportunities for students to practice presentation tools to choose from for final project presentation. as well as provide mini sessions of collaboration sessions as necessary to help students struggling to complete their projects. It could be really tough the first time I attempt this, but I know that in the end this type of learning has the potential to be far more effective than an end-of-unit test. I hope for the best - knowing that I will need to make changes as I go.