1. Project Assessment and Implementation MICHELLE SWANSON Swanson & Cosgrave Consulting, LLC www.swansonandcosgrave.com January 2012

2. ASSESSMENT vs. EVALUATION ASSESSMENT Latin root “assidere” = to sit beside  Formative  Along the way  GuidingEVALUATION Latin/Old French “valere” = to value  Summative  At the end  Judgment

3. TYPES OF ASSESSMENT JUDGEMENT UNDERSTANDING (Application of knowledge) REFLECTION (Growth over time) KNOWLEDGE (Mastery) Tests, Quizzes, Reports, Recitations Portfolios, Journals, Observations Exhibitions, Demonstrations

4. In-Process Feedback: WHEN? WHO? Key considerations:  Frequency, Timing, & Who Gives Feedback START END FORMATIVE ASSESSMENT

5. How To Evaluate Content & Skill Mastery? Key Considerations:  Which content and skills warrant evaluation?  What constitutes evidence?  Will groups or individuals be evaluated?  Which assessment tools will be used?  Who is interested in results and how will data be reported? SUMMATIVE EVALUATION

6. KEY COGNITIVE STRATEGIES From the work of David Conley

7. A3 School of the Arts - Oregon

9. RUBRICS 101 What is a Rubric? A = 90-100 B = 80-89 C = 70-79

10. RUBRICS 101 “A rubric is not a grading system. It is a lesson in what constitutes quality. It is a declaration of expectations and a means of self-assessment for the student.” -- Heidi Hayes Jacobs, Ed.D., in -- Heidi Hayes Jacobs, Ed.D., in “Redefining Assessment”

11. What do these levels of performance look like?

12. RUBRIC TIPS  Build rubrics with students  Show work samples along with rubrics  Criteria: Less is more!  Indicators: Describe what it looks like  Levels: Even number

13. 4 levels left side student check box right side teacher check box scoring line allows for weighting of elements

14. PROJECT SCAFFOLDING  Structure Organizing features like groups, benchmarks, and timelines  Content Academic foundation for work  Training Explicit skill-building in all required production areas  Expertise Professional-level training and consultation provided by experts

15. PROJECT SCAFFOLDING  Oversight Structured times for teacher to meet, motivate, and mentor student teams  Documents Handouts to help explain and organize project  Tools The technological resources necessary to produce products & performances  Time In-class opportunities for students to meet, research, produce, exhibit, evaluate

16. SCAFFOLDING JIGSAW