TEACHING MODULE

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Assessment

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The assessment module is meant for use either after completion of the project-based learning module or with participants who are familiar with project-based learning. The module is designed for a two to three hour class or session, divided into two parts.

Part One, Guided Process, is designed to give participants a brief introduction to assessment. It answers the questions "Why is Assessment Important?"; "What are Some Types of Assessment?"; and "How Do Rubrics Help?" The Guided Process includes the Assessment Resources section and a PowerPoint^® presentation, including presenter notes. This presentation can be shown directly from the Web site or can be downloaded for use as a stand-alone slide show. The video segment, "Assessment Overview" demonstrates assessment in action at various schools. The Assessment Resources section contains additional examples of assessment in action (Urban Academy, Mountlake Terrace High School, and Assessing Project-Based Work).

Architectural challenge:

In Eeva Reeder's class, students must develop a site plan, a scale model, floor plans, a perspective drawing, a cost estimate, and a written proposal. They must then make an oral presentation to local school architects who judge the projects and "award" the contract.

Part Two, Group Participation, assigns readings and activities for experiential, project-based learning. Ideally, the tasks will be accomplished using group collaboration and with the use of technology.

Much of the information has been taken directly from Edutopia's book Edutopia: Success Stories for Learning in the Digital Age and from the Edutopia Web site.

The following ISTE NETS Standards have been addressed in this module:

1. Technology Operations and Concepts

• Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
• Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

2. Planning and Designing Learning Environments and Experiences

• Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
• Apply current research on teaching and learning with technology when planning learning environments and experiences.
• Plan for the management of technology resources within the context of learning activities.

3. Teaching, Learning, and the Curriculum

• Facilitate technology-enhanced experiences that address content standards and student technology standards.
• Use technology to support learner-centered strategies that address the diverse needs of students.
• Apply technology to develop students' higher order skills and creativity.
• Manage student learning activities in a technology-enhanced environment.

4. Assessment and Evaluation

• Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
• Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
• Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

To find the specific standards for your state, visit the state index page on the emTech (emerging Technologies) Web site, which links to all state departments of education.

Getting Started:

PDF files can be viewed on a wide variety of platforms -- both as a browser plug-in or a stand-alone application -- with Adobe's free Acrobat Reader program. Click here to download the latest version of Adobe Reader. To download a free version of the Microsoft PowerPoint Viewer, visit Microsoft's Download Center.

This teaching module is organized into five chapters:

• Assessment Overview
• Why Is Assessment Important?
• What are Some Types of Assessment?
• How Do Rubrics Help?
• Assessment Resources

To navigate through this module, see the local navigation on each page at the top right.

Acknowledgments: This module was written by technology integration specialist Marian Shaffner. The George Lucas Educational Foundation extends our thanks to the following people who reviewed this module for content and usability: Dr. Peggy Benton, Ph.D., Assistant Professor, PT3 Grant Director and Advisor, Department of Instructional Technologies, San Francisco State University, San Francisco, California; Patsy Lanclos, Apple Distinguished Educator, Smithsonian Laureate, Palm Education Training Coordinator/Provider, Houston, Texas; Mimi Bisson, PT3 Grant Technology Trainer, Department of Instructional Technologies, San Francisco State University, San Francisco, California.