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  9.7.1.1/9.14.1.1

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 9.4.1.2.1&2   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.