Reading Reflection 5

Discussion on planning for a summative assessment: 1. Keep the end in mind- "Once you have the end in mind, you can circle back to project planning and imagine the kinds of activities students would need to engage in across the arc of the project to acquire these new concepts, skills, and dispositions. 2. Objectives- What will students learn through this project? 3. Evidence- What would they need to demonstrate to show they learned? 4. Activities- What approaches might they take to go from not knowing to knowing? Discussion on options for summative assessments: -"PBL teachers often grade a culminating product, such as the public testimony students presented in the social studies example, or other expression of their work, such as a mock defense, a consumer manual, or a creative dramatization" (100). Plan for a formative assessment: -"...Planning ways to tap in to students' progress during the project" (112). -Set milestones- "They 'chunk' the work into manageable parts and help students pace their efforts. Also important, they mark for the teacher stages in the project that warrant attention. Milestones indicate opportunities to check in and correct, redirect, or reteach at pivotal moments to shape learning" (13). -Plan check-ins- "Check-ins are brief meetings or written updates to discuss learning, skills, and processes" (114). -Look for other progress markers- "For instance, instead of having students write a reflection, have partners interview or dictate to one another" (115). What I learned from chapter 5 is how important it is to assess children's learning. This not only shows what the children are retaining and what needs to be gone over again, but it also shows how effective the teaching was for that particular subject.