Assessment Action Plan

Intel® Teach Elements Assessment in 21st Century Classrooms

Intel® Teach Elements: Assessment in 21st Century Classrooms Action Plan for Nicole Black, Sowers Middle School HBCSD

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...... 4 Activity 3: 21st Century Skill Selection (Optional)...... 4 Lesson 3: 21st Century Assessment Practices...... 5 Activity 1: The Role of Formative Assessment...... 5 Lesson 4: Module Review...... 5 Activity 1: Module Summary...... 5 Module 2: Assessment Strategies...... 6 Lesson 3: Focus on Rubrics...... 6 Activity 3: Rubric Development...... 6 Lesson 4: The Assessing Projects Library...... 6 Activity 2: Assessing Projects Application...... 6 Lesson 5: Module Review...... 6 Activity 1: Module Summary...... 7 Module 3: Assessment Methods...... 7 Lesson 1: Assessment and Instruction...... 7 Activity 2: Instructional Activities as Assessment...... 7 Lesson 3: Classroom Conferences...... 7 Activity 3: Example Conferences...... 7 Lesson 5: Assessment Instruments...... 8 Activity 1: Overview of Assessment Instruments (Optional)...... 8 Lesson 6: Module Review...... 8 Activity 1: Module Summary...... 8 Module 4: Assessment Development...... 8 Lesson 1: Important Learning Goals...... 9 Activity 2: 21st Century Skills Objectives...... 9 Lesson 2: Assessment Plan...... 9 Activity 2: Effective Assessment Timelines...... 9 Activity 3: Assessment Methods and Purposes (Optional)...... 10 Lesson 3: Assessment Instruments...... 10 Activity 3: Rubric and Checklist Adaptation...... 10

Lesson 4: Module Review...... 10 Activity 1: Modules Summary...... 10 Module 5: Assessment in Action...... 11 Lesson 1: Student Roles in Assessment...... 11 Activity 1: Increased Student Responsibility (Optional)...... 11 Activity 2: Peer Feedback...... 11 Lesson 2: Self-Assessment...... 11 Activity 2: Supporting Metacognition (Optional)...... 11 Lesson 3: Assessment Management...... 12 Activity 1: Assessment Management Strategies...... 12 Activity 2: Assessment Routines (Optional)...... 12 Lesson 4: Use of Assessment Data...... 13 Activity 2: Reflection and Goal Setting...... 13 Lesson 5: Grading in a 21st Century Classroom...... 13 Activity 2: Grading Systems (Optional)...... 13 Lesson 6: Module Review...... 13 Activity 1: Module Summary...... 14 Course Wrap-Up...... 15 Summary...... 15 Activity 1: Course Reflection...... 15

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

Collaboration, technology, and assessment are used on a regular basis in my classroom. I collaborate with the other 8th grade science teacher on a daily basis by planning together and comparing lesson results each day. Technology is something I use a lot of in my classroom. All of my lectures are done through power point and the use of a smart board. I would like to start incorporating student use of technology more often. I try to facilitate student learning by allowing them to talk more than I do. I also a few different types of assessment, like projects and tests.

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

Tests – Multiple choice, true/false, word bank Better communication skills for presentations, students use technology to present projects, create a rubric for Projects – use grading guideline students and myself

Critical thinking, use online labs, rubrics Labs – use a grading guideline for grading

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 Self-Direction, collaboration, Smartboard technology skills, productivity, Powerpoint Periodic Table accountability, responsibility, communication, and creativity Self-Direction, collaboration, Smartboard technology skills, productivity, Powerpoint Chemical Reactions accountability, responsibility, Online labs or examples communication, and creativity

Self-Direction, collaboration, Smartboard technology skills, productivity, Powerpoint Motion and Forces accountability, responsibility, Online labs or examples communication, and creativity

Self-Direction, collaboration, Smartboard technology skills, productivity, Powerpoint Astronomy accountability, responsibility, Online labs or examples communication, and creativity

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?

Throughout every unit we do packets that have worksheets related to the topics being discussed. The students are able to work on them in class and get feedback from me or other students. This allows students to see what they are understanding and not understanding as we move through the unit. When giving projects I think I need to give the grade sheet out at the beginning so that students can see what will be expected of them. I would also like to have some sort of midway check to see that progress is being made with the project.

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:

Create better rubrics and give them before and after assessment for a guideline.

Use more formative assessment and peer collaboration.

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 would like to create more rubrics rather than checklists or grade sheets. I would also like to use the rubrics from the beginning of an activity until the end. This might get the students to be more creative and self reliant.

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:

Video Rubric

How I will use the rubric:

My students do an element project during our chemistry unit and give a presentation on their element. The students are allowed to create a video for their presentation, so I can use this rubric to grade the presentation piece.

21st Century Skill Rubric:

Communication Rubric

How I will use the rubric:

My students also do an astronomy project and teach their classmates about a astronomy topic. This rubric can help the students prepare for their presentation and help me grade their presentation.

Module 2: Assessment Strategies Lesson 5: Module Review

Activity 1: Module Summary Estimated Time: 10 minutes

Reflect on your learning in this module.

After looking through this module I am excited about using rubrics in my classroom. I already use grade sheets, but I rarely give them to the students first. My plan is to start out the projects with the rubric so the students have a map of what is expected. I am also excited to have some example rubrics to start out with. This gives me a good starting point and now I just have to change them to fit my class activities. It is a lot easier to start using rubrics when you do not have to start from scratch.

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 can use graphic organizers to classify elements, describe the lifecycle of a star, or understand Newton’s laws of motion.

 Journals and Learning Logs

Journals or learning logs can be used during a unit to convey what is being learned each day or can be used during a long term project to keep up on the progress being made.

 Discussions

Discussions can occur every day, but the most important discussions will be the review of power point lectures and test review days.

 Products and Performances

Performances will be quizzes, chapter tests, projects, and presentations. These

will be the actual grades, but the other assessments will be what leads up to the performance assessments.

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

Observations can be done when students are working in lab groups on a lab activity and report.

 Peer Assessment

Peer assessment can also be done when the students are doing presentations for their element and astronomy projects. They can give their presentations to their peers and have them use the rubric to critique them.

 Self-Assessment

Self-assessment can be used when the students are doing their element projects or astronomy projects. They can use rubrics or checklists to make sure that the projects are being done correctly.

 Student-Teacher Conferences

Conferences can be done informally on a daily basis and formally towards the end of a unit or project to assess progress on learning or completion of project.

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

Communication Rubric This could be used for student presentations for their element and astronomy projects.

Video Checklist Some students make videos for their element projects, they can use this to make sure that their videos have all the right elements and information.

Information Processing Checklist When the students write their 5 paragraph essays for their element project they can use this checklist for their information.

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.

Implementing some of these rubrics and checklists in my classroom might help the students be more responsible for their work. It will also help me with grading ad assessing for understanding.

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: Chapter 4 – Elements and the Periodic Table

Targeted Standards Objectives

3.a Students know the structure of the To describe the modern model of the atom and know it is composed of atom by creating a model of a specific protons, neutrons, and electrons. elements atomic structure.

7.b Students know each element has a To describe the modern model of the specific number of protons in the nucleus atom by creating a model of a specific (atomic number) and each isotope of the elements atomic structure. To describe element has a different but specific how radioactive isotopes are useful. number of neutrons in the nucleus.

7.a Students know how to identify To describe how elements are organized regions corresponding to metals, in the modern periodic table. nonmetals, and inert gases.

7.c Students know substances can be To describe the properties of elements classified by their properties, including and their uses by discussing a specific their melting temperature, density, element on the periodic table. hardness, and thermal and electrical conductivity.

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 After project work work begins During project work is completed

 Class discussion about  Individual discussions  Grade by teacher using elements to find what on progress and rubric on project and students may know questions presentation already.  Notes on element info  Chapter test at end of  Power point and notes  Peer assessment the project on elements and the  Use of project rubric by periodic table. students  Project outline and  Practice presentation rubric discussion using communication

rubric

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

Before the students actual get the project, they will learn Review Questions at about the elements and periodic table. At the end of each end of power points power point lecture they will answer questions pertaining to the standards being covered. I will walk around and assess how well they are answering the questions. After the Individual conferences project outline and rubric are given, I will discuss the project ideas with each student to clarify the directions and expectations. Project rubric

Information Students will use the information processing checklist to processing checklist ensure that they have all the information that is required of them. I will walk around to groups on work days and look over checklists to make sure that progress is being made. Group conferences

Peer assessment Towards the end of the project the students will use the project and communication rubric and video checklist to check for accuracy on their projects. They will use them for Self assessment themselves and have a peer assess their project papers and presentations.

Project rubric

Communication rubric or video checklist

Project presentation The students will turn in their papers and I will grade them using the project rubric. The students will also give their presentations or show videos using their visual aids. I will Communication rubric grade them using the communication and project rubrics. A written final evaluation and grade will be given to the students and recorded for their final quarter grades. Research Project rubric

Written evaluation

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 adapted the communication rubric to fit the element project that my students will do. They are required to write an essay about their element and present their element information by trying to sell their classmates the element. I changed some areas of the rubric to specifically talk about selling the element. I also changed it to ensure that the students put all the information from their essays into the presentations.

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.

Module 4 has helped me understand how to develop and use assessments differently than I have in the past. I plan to use assessments other than just the final test of a unit or chapter. I will start to use rubrics and checklists so that the students can be more accountable for their own work as well as fellow classmates work. I have also been able to create my own rubrics and checklists by revising what intel has

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 understanding how to assess One solution might be to model how to themselves and others. assess using rubrics and checklists several times for the students before having them try it. I could also sit with groups and have them assess with my guidance.

Students not caring and not taking it I might have to sit with students as they seriously. assess the first few times to make sure that they are taking it seriously and actually trying to give real advice.

Students being too hard on each other. Make sure that the students understand that they want to grade each other’s work as if it were their own. Remind them to be kind and give suggestions rather than tell someone that their work is not good.

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 plan to use the “Tips for Student Feedback” document by giving every student their own copy the first time that we do peer assessment. I will also model each aspect of the document. I will remind students to keep these tips in their notebooks to refer to all year long each time we peer assess. I also changed the project checklist to fit my element project research paper. Students will be able to use this to peer assess the research paper.

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.

I plan to use the same element project research paper checklist that I created for peer assessment for self assessment. I will also change the bridge project rubric to fit my element project and give the students a copy of the rubric to assess themselves.

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 will organize and track the student data by keeping grades and inputting them into my school loop data base. These grades will also be posted online. The students will also place the hard copy versions of the data into a projects folder that they keep in the classroom. This will allow the students, parents, and myself to keep track of progress made on the project.

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

Having the students place all hard copies of their assessment data into a project folder in the classroom will help them to keep track of their information. They will also be able to go online and see their grades as well. If students misplace any of the data sheets, the files will be online in school loop so that they can reprint

them.

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 None

Activity Checklist Word processor, printer

Peer and Self Assessment Word processor, printer, school loop for grades

Rubrics and Checklist Word processor, printer, school loop for grades

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 will expect my students to use the assessment data to create better projects. I want the students to learn how to critique their own work as well as other. The

Copyright © 2010 Intel Corporation. All rights reserved. Page 17 of 19 Intel® Teach Elements Assessment in 21st Century Classrooms students will use 21st century skills learn how to understand what is asked of them and create better work. They will use what they learn from the assessment data to revise their work and create even better work.

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.

As I monitor student assessment data, I will be able see what exactly the students understand and do not understand. I will be able to use this information to modify project directions and direct instruction on the subject of elements. I will also use the data to help me plan future projects and units.

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?

For the peer and self assessment part of the project I will probably give a credit no credit grade to the students. I will just check to see that they get the assessments done and help them incorporate them into revising their work. The final project will be graded from the final information and communication rubrics and those grades will be incorporated into their final quarter grades.

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 module helped me understand how to incorporate peer and self assessment for the students. It showed me that using these methods will help improve student achievement and understanding.

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 have not used any peer or self assessment yet, but I have created some rubrics and checklist to use in the classroom once summer is over.

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

My new goals are to incorporate the rubrics and checklist that I have created in my classroom. I hope that my students will have a better understanding of the standards and take more responsibility for their work. My hope is that the students will learn from each other and not just myself.

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