Project-Based Learning Session 3, Assessment Cindy Kieffer Leslie Opp-Beckman University of Oregon.

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Presentation transcript:

Project-Based Learning Session 3, Assessment Cindy Kieffer Leslie Opp-Beckman University of Oregon

Topics, Session 03 Opening Remarks. Activity 1, Review. Types of Assessment. Activity 2, Matching Goals and Assessment. Wrap Up and Homework.

Review Projects can be in a format as… 1) Reports (notebook, folder). 2) Displays (bulletin board, poster, photos). 3) Dramatizations (skit, play, music/dance).

Activity #1, Review Discuss in groups, get feedback: Project overview. Types of goals. Draft of project checklist. Be sure goals and checklists match.

Assessment Summative (“traditional”) vs. formative… Summative = tests; right/wrong. Formative = feedback along the way to help “form” or “inform” the project process and product.

Assessment Who assesses… Self. Peers. Others (e.g. parents, community, other classes). Teacher(s).

Assessment Rubrics Rubrics are usually in table format and contain… Criteria (based on goals). Levels of performance. The criteria should directly match the project goals.

Holistic vs. Analytic Rubrics Holistic = quick, general feedback on the project as a whole (e.g. comment sheet). Analytic = detailed feedback on the parts of the project (e.g. rubric).

Activity #2, Assessment Choose assessments that match project goals. See rubric examples, pgs. 3 and 4 in the handout. Who will assess projects (goals)? Holistic or analytic assessment? What items will appear on your assessments (rubrics)?

Next Session Bring your goals, checklists, and assessment rubrics to our next session. Be prepared to explain the relationship between them. For copies of handouts:

Project-Based Learning Session 3, Assessment Cindy Kieffer Leslie Opp-Beckman University of Oregon