1. Thinking with Technology Course Module 4
Digital Manual; Module 4
Intel® Teach Program
Thinking with Technology Course
Module 4

2. Where We Were Module 1 Targeting Thinking in the Classroom
Module 2 Designing Standards-Based Projects
Module 3 Creating Curriculum-Framing Questions to Support Thinking Skills
Understand different types of questions used in the classroom
Create and revise Curriculum-Framing Questions
Identify what affects thinking
Questions?
Not in the digital manual

3. Module 4: Planning Student-Centered Assessment
Where We Are
Module 4: Planning Student-Centered Assessment
Discuss assessment methods
Use the Showing Evidence Tool to evaluate assessment ideas
Draft an Assessment Plan
Not in the Digital Manual

4. Where We Are Going Module 5: Module 6: Module 7: Module 8: Module 9:
Using the Visual Ranking Tool to Target Thinking Skills
Module 6:
Considering the Visual Ranking Tool for Your Unit
Module 7:
Using the Seeing Reason Tool to Target Thinking Skills
Module 8:
Considering the Seeing Reason Tool for Your Unit
Module 9:
Using the Showing Evidence Tool to Target Thinking Skills
Module 10:
Considering the Showing Evidence Tool for Your Unit
Module 11:
Completing Your Unit

5. Module 4 Planning Student-Centered Assessment
Essential Question How can I best design instruction that promotes thinking? Module Questions What assessment methods should I use in my unit? How do I plan for high quality assessment throughout my unit?
Digital Manual; Module 4; Planning Student-Centered Assessment

6. Module 4: Planning Student-Centered Assessment
Module Objectives
• Discuss assessment methods that can be embedded throughout a project
• Use the Showing Evidence Tool to evaluate assessment ideas
• Draft an outline for your Assessment Plan
Digital Manual; Module 4
Planning Student-Centered Assessment

7. Step 1: Discussing Methods of Assessment
Module 4: Planning Student-Centered Assessment Activity 1 Exploring an Assessment Plan
Step 1: Discussing Methods of Assessment
What are some typical ways that you have your students demonstrate their learning?
Purposes of Assessment Methods
Strategies for Gauging Student Needs
Strategies for Encouraging Self-Direction and Collaboration
Strategies for Monitoring Progress
Strategies for Checking for Understanding and Encouraging Metacognition
Strategies for Demonstrating Understanding and Skill
Digital Manual; Module 4; Activity 1; Step 1
Participants reflect on the question in Step 1 and record their list in the text box provided in the digital manual. They consider the purposes of assessment.

8. Module 4: Planning Student-Centered Assessment Activity 1 Exploring an Assessment Plan Step 1: Discussing Methods of Assessment (continued)
Scan through the tables of assessment methods, purposes, and instruments.
As you review the methods in each category, indicate your interest: by clicking the appropriate box.
Digital Manual; Module 4; Activity 1; Step 1 (continued)
Participants use the link provided for the “assessment methods and instruments” document. As they examine the document they click the boxes to indicate their level or interest or experience with each. There is a link to Intel’s assessment resources.

9. Step 2: Taking a Look at Project Assessment Plans in Action
Module 4: Planning Student-Centered Assessment Activity 1 Exploring an Assessment Plan
Step 2: Taking a Look at Project Assessment Plans in Action
Choose a vignette to read
Choose one vignette and discuss the assessments with a partner
Step 3: Identifying Assessments for Your Classroom
Consider assessments that would be beneficial for your students
Digital Manual; Module 4; Activity 1; Step 2
Participants choose to read the Elementary or Secondary vignette and record their answers to the included questions in the text boxes provided.
Step 2
Participants tentatively select assessment methods for use in their assessment plan. They will use the methods selected in the next step.

10. Log in to the Student Workspace with your student login:
Module 4: Planning Student-Centered Assessment Activity 2 Using the Showing Evidence Tool to Analyze Assessment Plan Ideas
Step 1: Using the Showing Evidence Tool to Analyze Assessment Plan Ideas
Log in to the Student Workspace with your student login:
Create a new claim
Use the Your Explanation area to provide specific examples of the type or method of assessment you would use to assess that claim
Attach pieces of evidence to claims
Discuss and rate the strength of the evidence for the claim
Digital Manual; Module 4; Activity 2; Step 1
Participants use the Showing Evidence tool to help them narrow their choices of assessment methods for their unit plan.

11. Step 2: Reflecting on Your Thought Process
Module 4: Planning Student-Centered Assessment Activity 2 Using the Showing Evidence Tool to Analyze Assessment Plan Ideas
Step 2: Reflecting on Your Thought Process
What kind of evidence was most convincing in its support of your claim?
What did you learn from the evidence that opposed the claim? What valid points did it raise?
Did the Showing Evidence Tool help you discuss and evaluate your assessment ideas?
What additional evidence did you add to the evidence bin?
What did you conclude about the claim(s)?
In what ways do you think the Showing Evidence Tool would be beneficial to students?
Digital Manual; Module 4; Activity 2; Step 2
After using the Showing Evidence tool, participants reflect on the tool and use the text box provided in the digital manual to record their thoughts about using the tool in their own classroom.

12. An Assessment Plan will answer key questions:
Module 4: Planning Student-Centered Assessment Activity 3 Drafting an Outline for Your Assessment Plan
An Assessment Plan will answer key questions:
How will you know your students have met the learning goals?
By what criteria will students be assessed?
What methods of assessment will you use throughout the project in order to inform you and your students about their learning progress?
What reporting and monitoring methods will you use to encourage student self-management and progress during independent and group work?
Digital Manual; Module 4; Activity 3
Participants create an assessment plan for their unit. The plan includes a timeline, and identifies methods and resources to use before, during, and after instruction. There are text boxes provided in the digital manual for participants to record their plans.

13. Answer questions to help you draft your Assessment Timeline
Module 4: Planning Student-Centered Assessment Activity 3 Drafting an Outline for Your Assessment Plan (continued)
View example timeline
Open your Unit Plan and review your “Habits of Learning Taxonomy,” standards, and objectives
You may also want to review your project priorities.
Answer questions to help you draft your Assessment Timeline
Digital Manual; Module 4; Activity 3 (continued)
After creating the assessment plan for their unit, participants will type the information into their unit plan.

14. Module 4: Planning Student-Centered Assessment Module Summary
Module 4 Key Points
• An assessment plan outlines methods and tools that define clear expectations and standards for quality in products and performances, as well as provides project monitoring checkpoints and methods. The plan should involve students in reviewing and managing their learning progress during the project.
• Assessment strategies, purposes, and tools can be organized into five categories:
- Strategies for gauging student needs
- Strategies for encouraging self-direction and collaboration
- Strategies for monitoring progress
- Strategies for checking for understanding and encouraging metacognition
- Strategies for demonstrating understanding and skill
Digital Manual; Module 4; Summary
Participants will skip past the Extension Activity and References to get to the summary.

15. Next Session Module 5 Discuss best uses of the Visual Ranking Tool
See Visual Ranking in action
Not in the digital manual.